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I agree with Julie. I teach some bright students who can be very slack and very creative. With the Carver questions, they would start with the text but launch into debate about the nature of the ways in which we are trapped, with occasional references back
to the text. Particularly on theme questions, they can write exceptionally well, but they don't rely sufficiently on the text as the basis of their discussion. In my thinking, that's why the phrase is there - simply to ensure that great writers keep their
discussion within the framework of the text, rather than going off on fascinating tangents. So, I don't think it's a question of "what is the basis of the text?" I think it's that the essay must have the text as its basis - fantastic complexity of thinking
that doesn't meet this criteria will not score highly. I may be splitting hairs at this point...
<div>Cheers,</div>
<div>Alison<br>
<div>
<div>On 18/07/2012, at 8:16 AM, Julie wrote:</div>
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<div>Hello again Russell,</div>
<div><br>
</div>
<div>Couldn't resist one more comment! This one is related to your alternative suggestion:</div>
<div>"Demonstrates an understanding of the implications of the topic, using an appropriate strategy for</div>
<div>dealing with it, and thoroughly exploring its complexity."</div>
<div><br>
</div>
<div>I think of some of the students I've taught over the years and I know they would</div>
<div>'wander off' to deal with the complexity of the topic, including how they think it relates to </div>
<div>'modern politics' or even their lives. In their own minds they are still relating these things to the </div>
<div>text and would argue that they have produced an upper range response. How does your suggestion </div>
<div>inform these students?</div>
<div>I agree it might work for some topics.</div>
<div>A reference to the text is necessary.</div>
<div><br>
</div>
<div>Julie</div>
<div><br>
</div>
<div><br>
On 16/07/2012, at 10:09 AM, <<a href="mailto:rdf4@bigpond.com">rdf4@bigpond.com</a>> wrote:<br>
<br>
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<div>That was exceedingly glib of me Mary....I apologise. However, I am now sober and ready to continue in a rational frame.</div>
<div> </div>
<div>As the list knows I have an issue with the phrase ‘ the basis of the text”. I doubt that such a thing exists in any sensible discussion of literature. Yet following on from Jan’s interpretation, wouldn’t the following construction be clearer:</div>
<div> </div>
<div>Demonstrates an understanding of the implications of the topic, using an appropriate strategy for</div>
<div>dealing with it, and exploring its complexity in relation to key textual elements.</div>
<div> </div>
<div>This has a couple of advantages. Firstly it means that the student can and should make choices about the best way to explore the topic’s complexity without going through a list that is supposed to comprise the basis of the text. Secondly it doesn’t disrupt
the idea of elements further down the descriptor hierarchy.</div>
<div> </div>
<div>However, I still feel that perhaps there is no need for the phrase at all.</div>
<div> </div>
<div>and that something like this might work as well:</div>
<div> </div>
<div>Demonstrates an understanding of the implications of the topic, using an appropriate strategy for</div>
<div>dealing with it, and thoroughly exploring its complexity.</div>
<div> </div>
<div>As I previously remarked, the topic invariably refers to the text, so any student that thoroughly explores its complexity must be connecting it to key elements of the text.</div>
<div> </div>
<div>This leaves the question of what an appropriate strategy is... </div>
<div> </div>
<div>Cheers </div>
<div> </div>
<div>Russell</div>
<div> </div>
<div> </div>
<div> </div>
<div> </div>
<div> </div>
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<div> </div>
<div style="BACKGROUND: #f5f5f5">
<div style="font-color: black"><b>From:</b> <a title="rdf4@bigpond.com" href="mailto:rdf4@bigpond.com">
rdf4@bigpond.com</a> </div>
<div><b>Sent:</b> Monday, July 16, 2012 1:25 AM</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>
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<div>Hi Mary,</div>
<div> </div>
<div>At risk of being glib I could say that there are texts with different structures and texts with different contexts, but they have the same language: English. Therefore it’s not difficult to separate those aspects from the language.</div>
<div> </div>
<div>The problem as I see it with the phrase, ‘the basis of the text’ is that it implies there is one, fundamental aspect. Even if we agree that the one fundamental aspect is language, then it’s no use in the context of the descriptor. Your supposition that
the basis of the text is inherently uncertain could lead to obscurantism. In my view it’s simply unclear writing and needs to be altered.</div>
<div> </div>
<div>The other element in this guessing game is the idea of an ‘appropriate strategy’: yet to be satisfactorily defined.</div>
<div> </div>
<div>Cheers</div>
<div> </div>
<div>Russell</div>
<div> </div>
<div> </div>
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<div><font size="3" face="Calibri"></font> </div>
<div style="BACKGROUND: #f5f5f5">
<div style="font-color: black"><b>From:</b> <a title="mary.mason@bigpond.com" href="mailto:mary.mason@bigpond.com">
Mary Mason</a> </div>
<div><b>Sent:</b> Sunday, July 15, 2012 10:34 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 class="WordSection1">
<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt">Can’t help but join in. How can you separate the language of the text from the structure, and the context? I have been preparing a unit of work on Sylvia
Plath. Her allusions reach into the German Reich, 4<sup>th</sup> Century history, the Colossus, and so on. They are all deeply relevant to her meaning. Her confessional poetry stems from Robert Lowell’s lead but the disciplined way in which she places her
personal experience into a frame is highly relevant. Her use of structures such as nursery rhymes, diminutives etc, and humour as well as irony are all as much part of the language as her imagery, rhyme and rhythm. However, how do I approach her poetry as
a student. Do I see her as a feminist? Do I see her as a victim? Do I see her as working through a situation as a person who is exploring through a number of masks her personal situations? Are they her personal situations or is she exploring situations which
she observes? I like the notion of a guessing game. I suppose the basis of the text has a kind of uncertainty to it because it is so rich and generative.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt"><o:p></o:p></span> </p>
<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt">Mary<o:p></o:p></span></p>
<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt"><o:p></o:p></span> </p>
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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">english-bounces@edulists.com.au</a> [mailto:english-bounces@edulists.com.au]
<b>On Behalf Of </b><a href="mailto:rdf4@bigpond.com">rdf4@bigpond.com</a><br>
<b>Sent:</b> Sunday, 15 July 2012 7:39 PM<br>
<b>To:</b> VCE English Teachers' Mailing List<br>
<b>Subject:</b> Re: [English] expected qualities<o:p></o:p></span></p>
</div>
</div>
<p class="MsoNormal"><o:p></o:p> </p>
<div>
<div>
<div>
<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Hello Jan<o:p></o:p></span></p>
</div>
<div>
<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"> <o:p></o:p></span></p>
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<div>
<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">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.<o:p></o:p></span></p>
</div>
<div>
<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"> <o:p></o:p></span></p>
</div>
<div>
<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Thanks for your contribution.<o:p></o:p></span></p>
</div>
<div>
<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"> <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"> <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"> <o:p></o:p></span></p>
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<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="Jan.May@stleonards.vic.edu.au" href="mailto:Jan.May@stleonards.vic.edu.au">
Jan May</a> <o:p></o:p></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 15, 2012 6:58
PM<o:p></o:p></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">VCE English Teachers' Mailing List</a>
<o:p></o:p></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<o:p></o:p></span></p>
</div>
</div>
</div>
<div>
<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"> <o:p></o:p></span></p>
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<div>
<p class="MsoNormal"><span style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">This is a fascinating discussion to follow. Here's my take.
<o:p></o:p></span></p>
<div>
<p class="MsoNormal"><span style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">I like to think of the 'basis of a text' as consisting of elements such as these:<o:p></o:p></span></p>
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<div>
<ul type="disc">
<li style="COLOR: black; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto; mso-list: l0 level1 lfo1" class="MsoNormal">
<span style="FONT-FAMILY: 'Tahoma','sans-serif'; FONT-SIZE: 10pt">the words or language choices of the writer/director/poet/playwright
<o:p></o:p></span></li><li style="COLOR: black; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto; mso-list: l0 level1 lfo1" class="MsoNormal">
<span style="FONT-FAMILY: 'Tahoma','sans-serif'; FONT-SIZE: 10pt">context <o:p></o:p></span></li><li style="COLOR: black; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto; mso-list: l0 level1 lfo1" class="MsoNormal">
<span style="FONT-FAMILY: 'Tahoma','sans-serif'; FONT-SIZE: 10pt">structure <o:p>
</o:p></span></li><li style="COLOR: black; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto; mso-list: l0 level1 lfo1" class="MsoNormal">
<span style="FONT-FAMILY: 'Tahoma','sans-serif'; FONT-SIZE: 10pt">setting <o:p></o:p></span></li><li style="COLOR: black; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto; mso-list: l0 level1 lfo1" class="MsoNormal">
<span style="FONT-FAMILY: 'Tahoma','sans-serif'; FONT-SIZE: 10pt">plot, action, events
<o:p></o:p></span></li><li style="COLOR: black; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto; mso-list: l0 level1 lfo1" class="MsoNormal">
<span style="FONT-FAMILY: 'Tahoma','sans-serif'; FONT-SIZE: 10pt">characters<o:p></o:p></span></li></ul>
<div>
<p class="MsoNormal"><span style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">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.
<o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"> <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">Good luck for Term 3 to all<o:p></o:p></span></p>
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<div>
<p class="MsoNormal"><span style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">Cheers<o:p></o:p></span></p>
</div>
<div>
<p class="MsoNormal"><span style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">Jan<o:p></o:p></span></p>
</div>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"> <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"> <o:p></o:p></span></p>
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<p class="MsoNormal"><strong><span style="FONT-FAMILY: 'Arial','sans-serif'; COLOR: white; FONT-SIZE: 13.5pt">'</span></strong><strong><span style="FONT-FAMILY: 'Arial','sans-serif'; COLOR: #002663; FONT-SIZE: 13.5pt">Jan May
</span></strong><span style="FONT-FAMILY: 'Arial','sans-serif'; COLOR: #002663; FONT-SIZE: 13.5pt">English and Literature Teacher</span><span style="COLOR: black"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Arial','sans-serif'; COLOR: white; FONT-SIZE: 10pt">'</span><span style="FONT-FAMILY: 'Arial','sans-serif'; COLOR: #002663; FONT-SIZE: 10pt">163 South Road, Brighton East, Victoria 3187 Australia
<strong><span style="FONT-FAMILY: 'Arial','sans-serif'">| phone </span></strong>[+61 3] 9909 9339</span><span style="COLOR: black"><o:p></o:p></span></p>
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</span></strong><span style="FONT-FAMILY: 'Arial','sans-serif'; COLOR: #002663; FONT-SIZE: 10pt">[+61 3] 9592 3439</span><span style="COLOR: black"><o:p></o:p></span></p>
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<strong><span style="FONT-FAMILY: 'Arial','sans-serif'">| </span></strong></span><strong><span style="FONT-FAMILY: 'Arial','sans-serif'; BACKGROUND: white; COLOR: white; FONT-SIZE: 10pt">'</span></strong><strong><span style="FONT-FAMILY: 'Arial','sans-serif'; COLOR: #002663; FONT-SIZE: 10pt"><a href="http://www.stleonards.vic.edu.au/">www.stleonards.vic.edu.au</a>
</span></strong><span style="COLOR: black"><o:p></o:p></span></p>
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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">english-bounces@edulists.com.au</a> [<a href="mailto:english-bounces@edulists.com.au">english-bounces@edulists.com.au</a>] on behalf of
<a href="mailto:rdf4@bigpond.com">rdf4@bigpond.com</a> [<a href="mailto:rdf4@bigpond.com">rdf4@bigpond.com</a>]<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</span><span style="COLOR: black"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Hi Julie and thanks,<o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"> <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">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!<o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">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. <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Thanks for that little challenge at the end of your email... I am considering it.<o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"> <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">BTW Mary Mason, you have my permission to use my contributions to this thread for your web site.<o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"> <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Cheers<o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"> <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Russell<o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"> <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"> <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"> <o:p></o:p></span></p>
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<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> <o:p></o:p></span></p>
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<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"> Saturday, July 14, 2012 7:05
PM<o:p></o:p></span></p>
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<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> <o:p></o:p></span></p>
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<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">
VCE English Teachers' Mailing List</a> <o:p></o:p></span></p>
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<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<o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"> <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Hello again,<o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"> <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">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> )<o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"> <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">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<o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">text' and other indicators such as 'supported appropriately by elements of the text' (6) and 'referring to appropriate elements of the text (5)<o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"> <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">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. <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"> <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">What words, other than 'from the basis of the text', could be used to make the necessary distinction?
<o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">The distinction is necessary!<o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"> <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">(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!)<o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"> <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"><br>
Regards, <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Julie Squires<o:p></o:p></span></p>
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<p style="MARGIN-BOTTOM: 12pt" class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"><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:<o:p></o:p></span></p>
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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><span style="COLOR: black"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="COLOR: black"> <o:p></o:p></span></p>
<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt">Thanks</span><span style="COLOR: black"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="COLOR: black"> <o:p></o:p></span></p>
<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt">Mary</span><span style="COLOR: black"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="COLOR: black"> <o:p></o:p></span></p>
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<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">mailto:english-bounces@edulists.com.au</a>]
<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><span style="COLOR: black"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="COLOR: black"> <o:p></o:p></span></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><span style="COLOR: black"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt">Prue
</span><span style="COLOR: black"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="COLOR: black"> <o:p></o:p></span></p>
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<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>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><span style="COLOR: black"><o:p></o:p></span></p>
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<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><span style="COLOR: black"><o:p></o:p></span></p>
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<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><span style="COLOR: black"><o:p></o:p></span></p>
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<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><span style="COLOR: black"><o:p></o:p></span></p>
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<p><span style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">Gail</span><span style="COLOR: black"><o:p></o:p></span></p>
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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"><o:p></o:p></span></p>
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<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><span style="COLOR: black"><o:p></o:p></span></p>
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<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><span style="COLOR: black"><o:p></o:p></span></p>
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<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><span style="COLOR: black"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Russell</span><span style="COLOR: black"><o:p></o:p></span></p>
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<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"><o:p></o:p></span></p>
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<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><span style="COLOR: black"><o:p></o:p></span></p>
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<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"><o:p></o:p></span></p>
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<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"><o:p></o:p></span></p>
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<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
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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"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt">Mary</span><span style="COLOR: black"><o:p></o:p></span></p>
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<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"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Hi Mary; and thanks for the response...</span><span style="COLOR: black"><o:p></o:p></span></p>
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<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"><o:p></o:p></span></p>
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<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"><o:p></o:p></span></p>
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<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"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Thanks
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Russell</span><span style="COLOR: black"><o:p></o:p></span></p>
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<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"><o:p></o:p></span></p>
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<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"><o:p></o:p></span></p>
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<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"><o:p></o:p></span></p>
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<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"><o:p></o:p></span></p>
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<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"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt">Cheers</span><span style="COLOR: black"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt">Mary</span><span style="COLOR: black"><o:p></o:p></span></p>
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<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"><o:p></o:p></span></p>
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<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"><o:p></o:p></span></p>
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<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"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Thanks
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Russell</span><span style="COLOR: black"><o:p></o:p></span></p>
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<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"><o:p></o:p></span></p>
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<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"><o:p></o:p></span></p>
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<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"><o:p></o:p></span></p>
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<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"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Hi Gail</span><span style="COLOR: black"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Thanks for contributing to this thread.
</span><span style="COLOR: black"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="COLOR: black"> <o:p></o:p></span></p>
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<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"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="COLOR: black"> <o:p></o:p></span></p>
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<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"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="COLOR: black"> <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Russell</span><span style="COLOR: black"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="COLOR: black"> <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="COLOR: black"> <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="COLOR: black"> <o:p></o:p></span></p>
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<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"><o:p></o:p></span></p>
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<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"><o:p></o:p></span></p>
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<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"><o:p></o:p></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"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="COLOR: black"> <o:p></o:p></span></p>
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<p><span style="COLOR: black"> <o:p></o:p></span></p>
<p><span style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">Hi Russell,</span><span style="COLOR: black"><o:p></o:p></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="COLOR: black"><o:p></o:p></span></p>
<p><span style="COLOR: black"> <o:p></o:p></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="COLOR: black"><o:p></o:p></span></p>
<p><span style="COLOR: black"> <o:p></o:p></span></p>
<p><span style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">Gail</span><span style="COLOR: black"><o:p></o:p></span></p>
<p><span style="COLOR: black"> <o:p></o:p></span></p>
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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> 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"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Hello Julie and thanks for your response...</span><span style="COLOR: black"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="COLOR: black"> <o:p></o:p></span></p>
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<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"><o:p></o:p></span></p>
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<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"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="COLOR: black"> <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Thanks again,</span><span style="COLOR: black"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="COLOR: black"> <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Russell</span><span style="COLOR: black"><o:p></o:p></span></p>
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<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"><o:p></o:p></span></p>
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<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"><o:p></o:p></span></p>
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<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"><o:p></o:p></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"><o:p></o:p></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"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="COLOR: black"> <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Hi Russell,</span><span style="COLOR: black"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="COLOR: black"> <o:p></o:p></span></p>
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<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"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="COLOR: black"> <o:p></o:p></span></p>
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<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"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Julie Squires</span><span style="COLOR: black"><o:p></o:p></span></p>
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<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"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Hi
</span><span style="COLOR: black"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="COLOR: black"> <o:p></o:p></span></p>
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<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"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="COLOR: black"> <o:p></o:p></span></p>
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<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"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="COLOR: black"> <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Russell</span><span style="COLOR: black"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="COLOR: black"> <o:p></o:p></span></p>
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<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"><o:p></o:p></span></p>
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<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"><o:p></o:p></span></p>
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<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"><o:p></o:p></span></p>
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<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"><o:p></o:p></span></p>
</div>
</div>
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<p class="MsoNormal"><span style="COLOR: black"> <o:p></o:p></span></p>
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<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"><o:p></o:p></span></p>
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<hr align="center" size="2" width="100%">
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<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"><o:p></o:p></span></p>
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<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"><o:p></o:p></span></p>
<p class="ecxmsonormal"><span style="COLOR: black"> <o:p></o:p></span></p>
<p class="ecxmsonormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt">Mary</span><span style="COLOR: black"><o:p></o:p></span></p>
<p class="ecxmsonormal"><span style="COLOR: black"> <o:p></o:p></span></p>
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<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"><o:p></o:p></span></p>
</div>
</div>
<p class="ecxmsonormal"><span style="COLOR: black"> <o:p></o:p></span></p>
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<p class="ecxmsonormal"><span style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"><br>
Hello Mary,</span><span style="COLOR: black"><o:p></o:p></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"><o:p></o:p></span></p>
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<p style="TEXT-ALIGN: center" class="MsoNormal" align="center"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">!
</span><span style="COLOR: black"><o:p></o:p></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%">
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<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"><o:p></o:p></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"><o:p></o:p></span></p>
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<p class="ecxmsonormal"><span style="COLOR: black"> <o:p></o:p></span></p>
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<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"><o:p></o:p></span></p>
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<p class="ecxmsonormal"><span style="COLOR: black"> <o:p></o:p></span></p>
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<p class="ecxmsonormal"><span style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">Yours</span><span style="COLOR: black"><o:p></o:p></span></p>
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<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"><o:p></o:p></span></p>
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<p class="ecxmsonormal"><span style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">Dear VCE teachers</span><span style="COLOR: black"><o:p></o:p></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"><o:p></o:p></span></p>
<p class="ecxmsonormal"><span style="COLOR: black"> <o:p></o:p></span></p>
<p class="ecxmsonormal"><span style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">Best wishes</span><span style="COLOR: black"><o:p></o:p></span></p>
<p class="ecxmsonormal"><span style="COLOR: black"> <o:p></o:p></span></p>
<p class="ecxmsonormal"><span style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">Mary Mason</span><span style="COLOR: black"><o:p></o:p></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"><o:p></o:p></span></p>
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<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
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<div style="font-size: 14px; "><font class="Apple-style-span" color="#008000">Alison Smith</font></div>
<div style="font-size: 14px; "><font class="Apple-style-span" color="#008000">Chisholm House Leader</font></div>
<div style="font-size: 14px; "><font class="Apple-style-span" color="#008000">Wanganui Park Secondary College</font></div>
<div style="font-size: 14px; "><font class="Apple-style-span" color="#008000">Shepparton, Victoria</font></div>
<div style="font-size: 14px; "><font class="Apple-style-span" color="#008000">Phone: 03 5820 9900</font></div>
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