<div>I first taught TEES, then TEER and now have TEEL thrust upon me. The S was for 'significance' and the R for 'relevance'. These made straightforward sense as a check that a point had been made. Unfortunately, TEEL has allowed the misconception that the link should be forward to confuse both students and teachers. The pieces that follow it without understanding it raise a point, give an example, then make a link to the next point. Their next paragraph begins by reiterating the linked point, giving an example and linking to the next point... and so they go on. They're horrible to read, as one's hopes are constantly raised, but there is no satisfaction in reaching any conclusions throughout the writing... and they're repetitive.</div>
<div><div><br></div><div>Monica<br><br><div class="gmail_quote">On Sun, Sep 9, 2012 at 8:19 PM, Bradley,John <span dir="ltr"><<a href="mailto:John.Bradley@marcellin.vic.edu.au" target="_blank">John.Bradley@marcellin.vic.edu.au</a>></span> wrote:<br>
<blockquote class="gmail_quote" style="margin:0 0 0 .8ex;border-left:1px #ccc solid;padding-left:1ex">
<div bgcolor="white" lang="EN-AU" link="blue" vlink="purple">
<div style="direction:ltr;font-size:10pt;font-family:Tahoma">I too am heartened by what seem to be a growing disquiet about TEEL. At my school students have been positively traumatised by TEEL which even appears as a directive on middle school
exams. When you ask students to provide you with a short statement about their strengths, weaknesses, and expectations re English at the start of the year and hands go up asking if they have to use TEEL, you know you've got a problem. When I tell my students
I am not in lockstep with this policy and reinforce this with reference to the many statements in VCAA assessment reports expressing frustration with formulaic answers, there is a palpable sense of relief.
<br>
<br>
John Bradley<br>
<div style="font-size:16px;font-family:Times New Roman">
<hr>
<div style="direction:ltr"><font color="#000000" face="Tahoma"><b>From:</b> <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 Mary Mason [<a href="mailto:mary.mason@bigpond.com" target="_blank">mary.mason@bigpond.com</a>]<br>
<b>Sent:</b> Sunday, September 09, 2012 8:01 PM<div class="im"><br>
<b>To:</b> 'VCE English Teachers' Mailing List'<br>
<b>Subject:</b> Re: [English] Study Design and Expected Qualities<br>
</div></font><br>
</div>
<div></div>
<div>
<div>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1f497d">Can I say how much I agree about the difference between scaffolding and TEEL. I cannot think of anything more able to deaden a student’s voice than TEEL.
That is not to say that some students need structure but to inflict this on the whole class is a recipe for disaster. Every year the examiners talk about how students should not write formulaic responses. Yet it continues. In fact, I would say that TEEL is
more prescriptive now than when I started teaching. Perhaps it was called something different then.</span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1f497d"> </span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1f497d">Mary</span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1f497d"> </span></p>
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<p class="MsoNormal"><b><span lang="EN-US" style="font-size:10.0pt;font-family:"Tahoma","sans-serif"">From:</span></b><span lang="EN-US" style="font-size:10.0pt;font-family:"Tahoma","sans-serif""> <a href="mailto:english-bounces@edulists.com.au" target="_blank">english-bounces@edulists.com.au</a> [mailto:<a href="mailto:english-bounces@edulists.com.au" target="_blank">english-bounces@edulists.com.au</a>]
<b>On Behalf Of </b>Reynolds, Gail G<br>
<b>Sent:</b> Sunday, 9 September 2012 3:19 PM</span></p><div><div class="h5"><br>
<b>To:</b> VCE English Teachers' Mailing List<br>
<b>Subject:</b> Re: [English] Study Design and Expected Qualities</div></div><p></p>
</div>
</div><div><div class="h5">
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<p><span style="font-size:10.0pt;font-family:"Tahoma","sans-serif"">I think there is a difference between scaffolding and formula, one is a coathanger for the students' interpretations, the other is a prescriptive format. There may be a (hopefully
temporary) place for the former but none for the latter... </span></p>
<p><span style="font-size:10.0pt;font-family:"Tahoma","sans-serif"">Gail</span></p>
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<p class="MsoNormal" style="margin-bottom:12.0pt"><b><span style="font-size:10.0pt;font-family:"Tahoma","sans-serif"">From:</span></b><span style="font-size:10.0pt;font-family:"Tahoma","sans-serif"">
<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 Jan May [<a href="mailto:Jan.May@stleonards.vic.edu.au" target="_blank">Jan.May@stleonards.vic.edu.au</a>]<br>
<b>Sent:</b> Sunday, 9 September 2012 2:55 PM<br>
<b>To:</b> VCE English Teachers' Mailing List<br>
<b>Subject:</b> Re: [English] Study Design and Expected Qualities</span><span style></span></p>
</div>
<div>
<div>
<p class="MsoNormal"><span style>Well said about formulas, Gail. We don't want all our students to become 'clones'. Individual interpretation makes reading and writing about texts more engaging. </span></p>
</div>
<div>
<p class="MsoNormal"><span style>Instead of TEEL, we need EII. Encourage Individual Interpretation. </span></p>
</div>
<div>
<p class="MsoNormal"><span style> </span></p>
</div>
<div>
<p class="MsoNormal" style="margin-bottom:12.0pt"><span style>I'd better add a disclaimer. These are my personal views and not necessarily those of others with whom I work. Although, I do acknowledge that some weaker students do benefit from having
a clearly scaffolded task. <br>
<br>
</span></p>
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<p class="MsoNormal"><span style> </span></p>
<div>
<p class="MsoNormal"><span style>Jan May</span></p>
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<p class="MsoNormal"><span style> </span></p>
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<p class="MsoNormal" style="margin-bottom:12.0pt"><span style><br>
On 09/09/2012, at 1:53 PM, "Reynolds, Gail G" <<a href="mailto:reynolds.gail.g@edumail.vic.gov.au" target="_blank">reynolds.gail.g@edumail.vic.gov.au</a>> wrote:</span></p>
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<p><span style="font-size:10.0pt;font-family:"Tahoma","sans-serif"">Janny is absolutely right, but I'd also add that your interpretation may not be the same as my interpretation but both could be valid if properly supported through reference to
the text. Students should be encouraged to develop their own 'reading' of both text and questions ... and firmly disuaded from formulaic answers like those that a rouge tutor (and bane of my teaching life) is 'teaching' far too many of our students! (grrrrrrr!!!)</span></p>
<p><span style="font-size:10.0pt;font-family:"Tahoma","sans-serif""> </span></p>
<p><span style="font-size:10.0pt;font-family:"Tahoma","sans-serif"">Back to SAC marking</span></p>
<p><span style="font-size:10.0pt;font-family:"Tahoma","sans-serif""> </span></p>
<p><span style="font-size:10.0pt;font-family:"Tahoma","sans-serif"">Gail </span></p>
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<p class="MsoNormal" style="margin-bottom:12.0pt"><b><span style="font-size:10.0pt;font-family:"Tahoma","sans-serif"">From:</span></b><span style="font-size:10.0pt;font-family:"Tahoma","sans-serif"">
<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:mccurryj@netspace.net.au" target="_blank">mccurryj@netspace.net.au</a> [<a href="mailto:mccurryj@netspace.net.au" target="_blank">mccurryj@netspace.net.au</a>]<br>
<b>Sent:</b> Sunday, 9 September 2012 11:39 AM<br>
<b>To:</b> VCE English Teachers' Mailing List<br>
<b>Subject:</b> Re: [English] Study Design and Expected Qualities</span><span style></span></p>
</div>
<div>
<p class="MsoNormal"><span style>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. .
</span></p>
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<p class="MsoNormal" style="margin-bottom:12.0pt"><span style>Cheers, Janny<br>
<br>
</span></p>
<p class="MsoNormal"><span style><br>
----- Original Message -----</span></p>
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<p class="MsoNormal" style="background:#e4e4e4"><b><span style>From:</span></b></p>
</div>
<p class="MsoNormal" style="background:#e4e4e4"><span style>"VCE English Teachers' Mailing List" <<a href="mailto:english@edulistscom.au" target="_blank">english@edulistscom.au</a>></span></p>
</div>
<p class="MsoNormal"><span style> </span></p>
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<p class="MsoNormal"><b><span style>To:</span></b></p>
</div>
<p class="MsoNormal"><span style>"VCE English Teachers' Mailing List" <<a href="mailto:english@edulists.com.au" target="_blank">english@edulists.com.au</a>></span></p>
<div>
<p class="MsoNormal"><b><span style>Cc:</span></b></p>
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<p class="MsoNormal"><span style> </span></p>
<div>
<p class="MsoNormal"><b><span style>Sent:</span></b></p>
</div>
<p class="MsoNormal"><span style>Sun, 9 Sep 2012 11:00:16 +1000</span></p>
<div>
<p class="MsoNormal"><b><span style>Subject:</span></b></p>
</div>
<p class="MsoNormal" style="margin-bottom:12.0pt"><span style>[English] Study Design and Expected Qualities<br>
<br>
</span></p>
<div>
<div>
<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">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:
</span></p>
</div>
<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif""> </span></p>
</div>
<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">‘On completion of this unit the student should be able to analyse, either orally or in writing, how a selected</span></p>
</div>
<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">text constructs meaning, conveys ideas and values, and<em><b><span style="font-family:"Calibri","sans-serif""> is open to a range of interpretations</span></b></em>.’ (My italics.)</span></p>
</div>
<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif""> </span></p>
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<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">Is not being represented in the Expected qualities at all? Namely, question of students providing a range of interpretations.
</span></p>
</div>
<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif""> </span></p>
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<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">The idea of interpretation being a key element in the course is mentioned again in the skills list:
</span></p>
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<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif""> </span></p>
</div>
<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">• discuss and compare possible interpretations of texts using evidence from the text;</span></p>
</div>
<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif""> </span></p>
</div>
<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif""> </span></p>
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<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">Any thoughts?</span></p>
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<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif""> </span></p>
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<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif""> </span></p>
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<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">(extract from current study design below)</span></p>
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<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif""> </span></p>
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<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif""> </span></p>
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<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">Reading and responding</span></p>
</div>
<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif""> </span></p>
</div>
<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">This area of study focuses on the reading of a range of literary texts to develop critical and supported</span></p>
</div>
<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">responses.</span></p>
</div>
<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">Students examine the structures, features and conventions used by authors of a range of selected texts</span></p>
</div>
<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">to construct meaning They identify, discuss and analyse these in order to explain how meaning is</span></p>
</div>
<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">constructed through textual elements such as language and images. They also examine the ways in</span></p>
</div>
<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">which the same text is open to different interpretations by different readers; for example, the ways in</span></p>
</div>
<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">which a text can be read differently in a different time, place or culture. They describe and analyse</span></p>
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<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">the way in which social, historical and/or cultural values are embodied in texts, and develop oral and</span></p>
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<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">written responses to a selected text, using appropriate metalanguage. The term ‘selected text’ refers to a</span></p>
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<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">text chosen from the list of prescribed texts in Text List 1 published annually in the VCAA Bulletin.</span></p>
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<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif""> </span></p>
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<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">Outcome 1</span></p>
</div>
<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">On completion of this unit the student should be able to analyse, either orally or in writing, how a selected</span></p>
</div>
<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">text constructs meaning, conveys ideas and values, and is open to a range of interpretations.</span></p>
</div>
<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">To achieve this outcome the student will draw on knowledge and related skills outlined in area of</span></p>
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<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">study 1.</span></p>
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<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">Key knowledge</span></p>
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<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">This knowledge includes</span></p>
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<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">• an understanding of the ideas, characters and themes constructed by the author and presented in</span></p>
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<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">the selected text;</span></p>
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<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">• the structures, features and conventions used by authors to construct meaning in a range of literary</span></p>
</div>
<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">texts;</span></p>
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<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">• methods of analysing complex texts and the social, historical and/or cultural values embodied in</span></p>
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<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">texts;</span></p>
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<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">• the ways in which the same text is open to different interpretations by different readers;</span></p>
</div>
<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">• strategies and techniques for constructing a supported analysis of a text, including a knowledge of</span></p>
</div>
<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">the metalanguage appropriate to the analysis and to the text type;</span></p>
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<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">• key elements of oral language conventions and usage in a range of text types;</span></p>
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<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">• features of spoken texts which successfully engage audiences;</span></p>
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<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">• techniques for managing feedback and leading discussion;</span></p>
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<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">• the conventions of spelling, punctuation and syntax of Standard Australian English.</span></p>
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<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">Key skills</span></p>
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<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">These skills include the ability to</span></p>
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<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">• critically analyse texts and the ways in which authors construct meaning;</span></p>
</div>
<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">• analyse the social, historical and/or cultural values embodied in texts;</span></p>
</div>
<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">• discuss and compare possible interpretations of texts using evidence from the text;</span></p>
</div>
<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">• use appropriate metalanguage to construct a supported analysis of a text;</span></p>
</div>
<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">• plan and revise written work for fluency and coherence;</span></p>
</div>
<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">• apply oral language conventions in a chosen oral text type;</span></p>
</div>
<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">• engage an audience through interested and varied language use;</span></p>
</div>
<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">• respond to audience interest and engagement;</span></p>
</div>
<div>
<p class="MsoNormal"><span style="font-family:"Calibri","sans-serif"">• use the conventions of spelling, punctuation and syntax of Standard Australian English.</span></p>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
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<p class="MsoNormal"><strong><span style="font-size:13.5pt;font-family:"Arial","sans-serif";color:white">'</span></strong><strong><span style="font-size:13.5pt;font-family:"Arial","sans-serif";color:#002663">Jan May </span></strong><span style="font-size:13.5pt;font-family:"Arial","sans-serif";color:#002663">English
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<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif";color:white">'</span><span style="font-size:10.0pt;font-family:"Arial","sans-serif";color:#002663">163 South Road, Brighton East, Victoria 3187 Australia
<strong><span style="font-family:"Arial","sans-serif"">| phone </span></strong><a href="tel:%5B%2B61%203%5D%C2%A09909%209402" value="+61399099402" target="_blank">[+61 3] 9909 9402</a></span></p>
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<p class="MsoNormal"><strong><span style="font-size:10.0pt;font-family:"Arial","sans-serif";color:#002663">fax
</span></strong><span style="font-size:10.0pt;font-family:"Arial","sans-serif";color:#002663"><a href="tel:%5B%2B61%203%5D%209592%203439" value="+61395923439" target="_blank">[+61 3] 9592 3439</a></span></p>
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<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif";color:white">'</span><span style="font-size:10.0pt;font-family:"Arial","sans-serif";color:#002663"><a href="mailto:Jan.May@stleonards.vic.edu.au" target="_blank">Jan.May@stleonards.vic.edu.au</a>
<strong><span style="font-family:"Arial","sans-serif"">| </span></strong></span><strong><span style="font-size:10.0pt;font-family:"Arial","sans-serif";color:white;background:white">'</span></strong><strong><span style="font-size:10.0pt;font-family:"Arial","sans-serif";color:#002663"><a href="http://www.stleonards.vic.edu.au" target="_blank">www.stleonards.vic.edu.au</a>
</span></strong></p>
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