<html><body style="font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 12px;">I assume that the proposition in the topic represents an interpretation. The range of possible topics suggests a range of possible interpretations, giving more or less weight to different aspects of the text. I would not assume that, in a given response, the student is necessarily required to 'provide a range of interpretations' but to show the ability to discuss a specific claim about a text. These ideas are picked up again in the specifications to Section A of the exam in the material that prefaces the 2009 sample exam- the famous four dot points. .<div><br /></div><div>Cheers, Janny<br /><br /><br /><blockquote><br />----- Original Message -----<br /><div style="width:100%;background:rgb(228,228,228);"><div style="font-weight:bold;">From:</div> "VCE English Teachers' Mailing List" <english@edulistscom.au></div><br /><div style="font-weight:bold;">To:</div>"VCE English Teachers' Mailing List" <english@edulists.com.au><br /><div style="font-weight:bold;">Cc:</div><br /><div style="font-weight:bold;">Sent:</div>Sun, 9 Sep 2012 11:00:16 +1000<br /><div style="font-weight:bold;">Subject:</div>[English] Study Design and Expected Qualities<br /><br /><br /><div dir="ltr">
<div style="font-family:Calibri;color:#000000;font-size:12pt;">
<div>People may remember my discussion on Expected Qualities a while back. Well
looking at the current study design I wonder why a key element in the flagship
statement: </div>
<div> </div>
<div>‘On completion of this unit the student should be able to analyse, either
orally or in writing, how a selected</div>
<div>text constructs meaning, conveys ideas and values, and<strong><em> is open
to a range of interpretations</em></strong>.’ (My italics.)</div>
<div> </div>
<div>Is not being represented in the Expected qualities at all? Namely, question
of students providing a range of interpretations. </div>
<div> </div>
<div>The idea of interpretation being a key element in the course is mentioned
again in the skills list: </div>
<div> </div>
<div>• discuss and compare possible interpretations of texts using evidence from
the text;</div>
<div> </div>
<div> </div>
<div>Any thoughts?</div>
<div> </div>
<div> </div>
<div>(extract from current study design below)</div>
<div> </div>
<div> </div>
<div>Reading and responding</div>
<div> </div>
<div>This area of study focuses on the reading of a range of literary texts to
develop critical and supported</div>
<div>responses.</div>
<div>Students examine the structures, features and conventions used by authors
of a range of selected texts</div>
<div>to construct meaning They identify, discuss and analyse these in order to
explain how meaning is</div>
<div>constructed through textual elements such as language and images. They also
examine the ways in</div>
<div>which the same text is open to different interpretations by different
readers; for example, the ways in</div>
<div>which a text can be read differently in a different time, place or culture.
They describe and analyse</div>
<div>the way in which social, historical and/or cultural values are embodied in
texts, and develop oral and</div>
<div>written responses to a selected text, using appropriate metalanguage. The
term ‘selected text’ refers to a</div>
<div>text chosen from the list of prescribed texts in Text List 1 published
annually in the VCAA Bulletin.</div>
<div> </div>
<div>Outcome 1</div>
<div>On completion of this unit the student should be able to analyse, either
orally or in writing, how a selected</div>
<div>text constructs meaning, conveys ideas and values, and is open to a range
of interpretations.</div>
<div>To achieve this outcome the student will draw on knowledge and related
skills outlined in area of</div>
<div>study 1.</div>
<div>Key knowledge</div>
<div>This knowledge includes</div>
<div>• an understanding of the ideas, characters and themes constructed by the
author and presented in</div>
<div>the selected text;</div>
<div>• the structures, features and conventions used by authors to construct
meaning in a range of literary</div>
<div>texts;</div>
<div>• methods of analysing complex texts and the social, historical and/or
cultural values embodied in</div>
<div>texts;</div>
<div>• the ways in which the same text is open to different interpretations by
different readers;</div>
<div>• strategies and techniques for constructing a supported analysis of a
text, including a knowledge of</div>
<div>the metalanguage appropriate to the analysis and to the text type;</div>
<div>• key elements of oral language conventions and usage in a range of text
types;</div>
<div>• features of spoken texts which successfully engage audiences;</div>
<div>• techniques for managing feedback and leading discussion;</div>
<div>• the conventions of spelling, punctuation and syntax of Standard
Australian English.</div>
<div>Key skills</div>
<div>These skills include the ability to</div>
<div>• critically analyse texts and the ways in which authors construct
meaning;</div>
<div>• analyse the social, historical and/or cultural values embodied in
texts;</div>
<div>• discuss and compare possible interpretations of texts using evidence from
the text;</div>
<div>• use appropriate metalanguage to construct a supported analysis of a
text;</div>
<div>• plan and revise written work for fluency and coherence;</div>
<div>• apply oral language conventions in a chosen oral text type;</div>
<div>• engage an audience through interested and varied language use;</div>
<div>• respond to audience interest and engagement;</div>
<div>• use the conventions of spelling, punctuation and syntax of Standard
Australian English.</div>
</div>
</div>
</blockquote></div></body></html>