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<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Russell, quick response. I</span><span style='font-family:"Calibri","sans-serif";
color:#1F497D'> that I don’t think Literature itself is the influence, rather
the widening acceptance of critical theory and the acknowledgement (not new but
leading to different ways of writing about text) that language is not neutral,
that text explicitly or implicitly expresses world views, and hence that
reading is an interpretive act.<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:#1F497D'>Regards,
Prue</span><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
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<div style='border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt 0cm 0cm 0cm'>
<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"'> english-bounces@edulists.com.au
[mailto:english-bounces@edulists.com.au] <b>On Behalf Of </b>rdf4@bigpond.com<br>
<b>Sent:</b> Thursday, 13 September 2012 5:09 PM<br>
<b>To:</b> 'VCE English Teachers' Mailing List'<br>
<b>Subject:</b> Re: [English] Study Design and Expected Qualities<o:p></o:p></span></p>
</div>
</div>
<p class=MsoNormal><o:p> </o:p></p>
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<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>Thanks
Prue,<o:p></o:p></span></p>
</div>
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<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'> <o:p></o:p></span></p>
</div>
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<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>Considering
your veteran status then would you agree that the most recent remodelling of
the English course adopts quite a few features of the Literature course? For
instance the idea of views and values, the concept of interpretation and even
the idea of a written explanation all seemed to arrive in that package. And
perhaps you might know if this was a deliberate design element in the course. <o:p></o:p></span></p>
</div>
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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'>Interested<o:p></o:p></span></p>
</div>
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<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'> <o:p></o:p></span></p>
</div>
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<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>RF<o:p></o:p></span></p>
</div>
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<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Tahoma","sans-serif";
color:black'> <o:p></o:p></span></p>
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<p class=MsoNormal style='background:whitesmoke'><b><span style='font-size:
10.0pt;font-family:"Tahoma","sans-serif";color:black'>From:</span></b><span
style='font-size:10.0pt;font-family:"Tahoma","sans-serif";color:black'> <a
href="mailto:pruegill@bigpond.com" title="pruegill@bigpond.com">Prue Gill</a> <o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal style='background:whitesmoke'><b><span style='font-size:
10.0pt;font-family:"Tahoma","sans-serif";color:black'>Sent:</span></b><span
style='font-size:10.0pt;font-family:"Tahoma","sans-serif";color:black'> Monday,
September 10, 2012 8:17 PM<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal style='background:whitesmoke'><b><span style='font-size:
10.0pt;font-family:"Tahoma","sans-serif";color:black'>To:</span></b><span
style='font-size:10.0pt;font-family:"Tahoma","sans-serif";color:black'> <a
href="mailto:english@edulists.com.au" title="english@edulists.com.au">'VCE
English Teachers' Mailing List'</a> <o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal style='background:whitesmoke'><b><span style='font-size:
10.0pt;font-family:"Tahoma","sans-serif";color:black'>Subject:</span></b><span
style='font-size:10.0pt;font-family:"Tahoma","sans-serif";color:black'> Re:
[English] Study Design and Expected Qualities<o:p></o:p></span></p>
</div>
</div>
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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-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>(Oh dear, yes I go back that far Russell, and was heavily
involved with the trialling of the VCE and the early moderating process). <o:p></o:p></span></p>
<p class=MsoNormal><span style='color:black'> </span><span
style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>In response to your points, I’d say this: I think of a close
reading as one that uses the text beautifully to elucidate a point that is
being made, a point that supports a reading/interpretation that the student is
making – this is quite different from references to ‘detailed swathes of
text’. I think you are right, a perceptive reading could refer to a number of
things, there’s no one simple way of identifying how a student might convey
their perceptive reading. I think that the student who notices an irony that
others have not picked up on is being perceptive, but I would hope that student
might go further than simply pointing it out, and would use that observation
about irony to make an interpretive point about the text.<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Prue<o:p></o:p></span></p>
<p class=MsoNormal><span style='color:black'> </span><span
style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p></o:p></span></p>
<p class=MsoNormal><span style='color:black'> </span><span
style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p></o:p></span></p>
<div>
<div style='border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt 0cm 0cm 0cm'>
<p class=MsoNormal><b><span lang=EN-US style='font-size:10.0pt;font-family:
"Tahoma","sans-serif";color:black'>From:</span></b><span lang=EN-US
style='font-size:10.0pt;font-family:"Tahoma","sans-serif";color:black'>
english-bounces@edulists.com.au [mailto:english-bounces@edulists.com.au] <b>On
Behalf Of </b>rdf4@bigpond.com<br>
<b>Sent:</b> Monday, 10 September 2012 5:16 PM<br>
<b>To:</b> 'VCE English Teachers' Mailing List'<br>
<b>Subject:</b> Re: [English] Study Design and Expected Qualities<o:p></o:p></span></p>
</div>
</div>
<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'>Hey
Prue Gill, <o:p></o:p></span></p>
</div>
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<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'>And
thanks for the response. I guess loose terminology is my main
concern. What is, for instance , a ‘close’ reading? Is it where a
student is able to refer to detailed swathes of the text? I don’t see how
this part of the descriptor could be referring to an interpretation. The second
bit, “ perceptive reading” could refer to a number of things. For instance, a
perceptive student will perhaps see a moment or irony in the text that no else
notices. Is this an interpretation? I would argue not. It identifies a trope,
but that is not interpretation. Besides this is the fact that the word
perceptive does not enter the criteria list underneath 9-10 range. One would expect
that given the emphasis on interpretation at the head of Outcome 1, such
preferences would be more prevalent down the order. Even a 7 score only
requires ‘a clear knowledge’ of the text. No hint at interpretation here.<o:p></o:p></span></p>
</div>
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<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'> <o:p></o:p></span></p>
</div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>Perhaps
people will remember when English was more thematically orientated? The new
study design has altered this to a more interpretative one. I would suggest
that the Expected qualities have not yet caught up with the transition.</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:black'>Like
to hear from some older teachers on this point say back to 1990?</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:black'>Thanks
RF</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'> <o:p></o:p></span></p>
</div>
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<div>
<p class=MsoNormal><b><span style='font-family:"Calibri","sans-serif";
color:black'>From:</span></b><span style='font-family:"Calibri","sans-serif";
color:black'> <a href="mailto:pruegill@bigpond.com" title="pruegill@bigpond.com">Prue
Gill</a> <o:p></o:p></span></p>
</div>
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<p class=MsoNormal style='background:whitesmoke'><b><span style='font-size:
10.0pt;font-family:"Tahoma","sans-serif";color:black'>Sent:</span></b><span
style='font-size:10.0pt;font-family:"Tahoma","sans-serif";color:black'> Monday,
September 10, 2012 2:00 PM<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal style='background:whitesmoke'><b><span style='font-size:
10.0pt;font-family:"Tahoma","sans-serif";color:black'>To:</span></b><span
style='font-size:10.0pt;font-family:"Tahoma","sans-serif";color:black'> <a
href="mailto:english@edulists.com.au" title="english@edulists.com.au">'VCE
English Teachers' Mailing List'</a> <o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal style='background:whitesmoke'><b><span style='font-size:
10.0pt;font-family:"Tahoma","sans-serif";color:black'>Subject:</span></b><span
style='font-size:10.0pt;font-family:"Tahoma","sans-serif";color:black'> Re:
[English] Study Design and 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>
</div>
</div>
<div>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Hello Russell<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>I think that a ‘close and perceptive reading’ <i>is</i> an
interpretation. There are different ways of reading, hence different
interpretations.<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Prue<o:p></o:p></span></p>
<p class=MsoNormal><span style='color:black'> </span><span
style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p></o:p></span></p>
<div>
<div style='border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt 0cm 0cm 0cm'>
<p class=MsoNormal><b><span lang=EN-US style='font-size:10.0pt;font-family:
"Tahoma","sans-serif";color:black'>From:</span></b><span lang=EN-US
style='font-size:10.0pt;font-family:"Tahoma","sans-serif";color:black'> english-bounces@edulists.com.au
[mailto:english-bounces@edulists.com.au] <b>On Behalf Of </b>rdf4@bigpond.com<br>
<b>Sent:</b> Sunday, 9 September 2012 9:30 PM<br>
<b>To:</b> VCE English Teachers' Mailing List<br>
<b>Subject:</b> Re: [English] Study Design and Expected Qualities<o:p></o:p></span></p>
</div>
</div>
<p class=MsoNormal><span style='color:black'> <o:p></o:p></span></p>
<div>
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<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>Thanks
Janny, <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>
</div>
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<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>These
are the current expected qualities... just the 9-10 range. what I’m intrigued
by is the complete lack of any reference to student interpretation of a text as
an examinable element. This is on top of the huge profile interpretation has
been given in the study design.<o:p></o:p></span></p>
</div>
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<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'>9–10
• Demonstrates a close and perceptive reading of the text, exploring
complexities of its concepts <o:p></o:p></span></p>
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<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>and
construction.<o:p></o:p></span></p>
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<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>•
Demonstrates an understanding of the implications of the topic, using an
appropriate strategy for <o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>dealing
with it, and exploring its complexity from the basis of the text.<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>•
Develops a cogent, controlled and well-substantiated discussion using precise
and expressive <o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>language.<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>
</div>
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<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>I
don’t think we can assume that the topic represents an interpretation. Firstly,
because it would not be the student’s interpretation, but the examiner’s (
implied or not). The range of possible topics is limited to two, so there is
not a lot of latitude there.<o:p></o:p></span></p>
</div>
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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
think part of the problem is that when the study design was being constructed
it lifted certain ideas and approaches from the Literature study design, for
example the idea of an interpretation and the concept of examining views and
values. An interpretation is easier for students in Literature to develop
because the task is to, ‘Use one or more of the following passages as a basis
for a discussion of <em><span style='font-family:"Calibri","sans-serif"'>set
text.’</span></em> This allows students to explore interpretative potential in
the passages without dealing with a topic. </span><span style='color:black'><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'> <o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>BTW
couldn’t agree more with the grumbles about TEEL: a great deadener...Basically
because it insists that the first sentence should indeed be the topic
sentence...not appropriate for senior English.<o:p></o:p></span></p>
</div>
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<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'> <o:p></o:p></span></p>
</div>
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<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'>Cheers
Russell<o:p></o:p></span></p>
</div>
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<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'> <o:p></o:p></span></p>
</div>
<div>
<div>
<div>
<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Tahoma","sans-serif";
color:black'> <o:p></o:p></span></p>
</div>
<div>
<div>
<p class=MsoNormal style='background:whitesmoke'><b><span style='font-size:
10.0pt;font-family:"Tahoma","sans-serif";color:black'>From:</span></b><span
style='font-size:10.0pt;font-family:"Tahoma","sans-serif";color:black'> <a
href="mailto:mccurryj@netspace.net.au" title="mccurryj@netspace.net.au">mccurryj@netspace.net.au</a>
<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal style='background:whitesmoke'><b><span style='font-size:
10.0pt;font-family:"Tahoma","sans-serif";color:black'>Sent:</span></b><span
style='font-size:10.0pt;font-family:"Tahoma","sans-serif";color:black'> Sunday,
September 09, 2012 11:39 AM<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal style='background:whitesmoke'><b><span style='font-size:
10.0pt;font-family:"Tahoma","sans-serif";color:black'>To:</span></b><span
style='font-size:10.0pt;font-family:"Tahoma","sans-serif";color:black'> <a
href="mailto:english@edulists.com.au" title="english@edulists.com.au">VCE
English Teachers' Mailing List</a> <o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal style='background:whitesmoke'><b><span style='font-size:
10.0pt;font-family:"Tahoma","sans-serif";color:black'>Subject:</span></b><span
style='font-size:10.0pt;font-family:"Tahoma","sans-serif";color:black'> Re:
[English] Study Design and 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>
</div>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>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. . <o:p></o:p></span></p>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'> <o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal style='margin-bottom:12.0pt'><span style='font-family:"Calibri","sans-serif";
color:black'>Cheers, Janny<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'><br>
----- Original Message -----<o:p></o:p></span></p>
<div>
<div>
<p class=MsoNormal style='background:#E4E4E4'><b><span style='font-family:"Calibri","sans-serif";
color:black'>From:<o:p></o:p></span></b></p>
</div>
<p class=MsoNormal style='background:#E4E4E4'><span style='font-family:"Calibri","sans-serif";
color:black'>"VCE English Teachers' Mailing List"
<english@edulistscom.au><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><b><span style='font-family:"Calibri","sans-serif";
color:black'>To:<o:p></o:p></span></b></p>
</div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>"VCE
English Teachers' Mailing List" <english@edulists.com.au><o:p></o:p></span></p>
<div>
<p class=MsoNormal><b><span style='font-family:"Calibri","sans-serif";
color:black'>Cc:<o:p></o:p></span></b></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><b><span style='font-family:"Calibri","sans-serif";
color:black'>Sent:<o:p></o:p></span></b></p>
</div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>Sun,
9 Sep 2012 11:00:16 +1000<o:p></o:p></span></p>
<div>
<p class=MsoNormal><b><span style='font-family:"Calibri","sans-serif";
color:black'>Subject:<o:p></o:p></span></b></p>
</div>
<p class=MsoNormal style='margin-bottom:12.0pt'><span style='font-family:"Calibri","sans-serif";
color:black'>[English] Study Design and Expected Qualities<o:p></o:p></span></p>
<div>
<div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>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: <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'>‘On
completion of this unit the student should be able to analyse, either orally or
in writing, how a selected<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>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.)<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'>Is
not being represented in the Expected qualities at all? Namely, question of
students providing a range of interpretations. <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'>The
idea of interpretation being a key element in the course is mentioned again in
the skills list: <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'>•
discuss and compare possible interpretations of texts using evidence from the
text;<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'> <o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>Any
thoughts?<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'> <o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>(extract
from current study design below)<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'> <o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>Reading
and responding<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'>This
area of study focuses on the reading of a range of literary texts to develop
critical and supported<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>responses.<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>Students
examine the structures, features and conventions used by authors of a range of
selected texts<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>to
construct meaning They identify, discuss and analyse these in order to explain
how meaning is<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>constructed
through textual elements such as language and images. They also examine the
ways in<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>which
the same text is open to different interpretations by different readers; for
example, the ways in<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>which
a text can be read differently in a different time, place or culture. They
describe and analyse<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>the
way in which social, historical and/or cultural values are embodied in texts,
and develop oral and<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>written
responses to a selected text, using appropriate metalanguage. The term
‘selected text’ refers to a<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>text
chosen from the list of prescribed texts in Text List 1 published annually in
the VCAA Bulletin.<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'>Outcome
1<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>On
completion of this unit the student should be able to analyse, either orally or
in writing, how a selected<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>text
constructs meaning, conveys ideas and values, and is open to a range of interpretations.<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>To
achieve this outcome the student will draw on knowledge and related skills
outlined in area of<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>study
1.<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>Key
knowledge<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>This
knowledge includes<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>•
an understanding of the ideas, characters and themes constructed by the author
and presented in<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>the
selected text;<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>•
the structures, features and conventions used by authors to construct meaning
in a range of literary<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>texts;<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>•
methods of analysing complex texts and the social, historical and/or cultural
values embodied in<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>texts;<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>•
the ways in which the same text is open to different interpretations by
different readers;<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>•
strategies and techniques for constructing a supported analysis of a text,
including a knowledge of<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>the
metalanguage appropriate to the analysis and to the text type;<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>•
key elements of oral language conventions and usage in a range of text types;<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>•
features of spoken texts which successfully engage audiences;<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>•
techniques for managing feedback and leading discussion;<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>•
the conventions of spelling, punctuation and syntax of Standard Australian
English.<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>Key
skills<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>These
skills include the ability to<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>•
critically analyse texts and the ways in which authors construct meaning;<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>•
analyse the social, historical and/or cultural values embodied in texts;<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>•
discuss and compare possible interpretations of texts using evidence from the
text;<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>•
use appropriate metalanguage to construct a supported analysis of a text;<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>•
plan and revise written work for fluency and coherence;<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>•
apply oral language conventions in a chosen oral text type;<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>•
engage an audience through interested and varied language use;<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>•
respond to audience interest and engagement;<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>•
use the conventions of spelling, punctuation and syntax of Standard Australian
English.<o:p></o:p></span></p>
</div>
</div>
</div>
</div>
<div class=MsoNormal align=center style='text-align:center'><span
style='font-family:"Calibri","sans-serif";color:black'>
<hr size=2 width="100%" align=center>
</span></div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>_______________________________________________<br>
http://www.edulists.com.au - FAQ, resources, subscribe, unsubscribe<br>
VCE English Teachers' Mailing List kindly supported by<br>
http://www.vate.org.au - Victorian Association for the Teaching of English VATE
and<br>
http://www.vcaa.vic.edu.au/vce/studies/english/index.html - Victorian
Curriculum and Assessment Authority<o:p></o:p></span></p>
</div>
</div>
</div>
<div class=MsoNormal align=center style='text-align:center'><span
style='font-family:"Calibri","sans-serif";color:black'>
<hr size=2 width="100%" align=center>
</span></div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>_______________________________________________<br>
http://www.edulists.com.au - FAQ, resources, subscribe, unsubscribe<br>
VCE English Teachers' Mailing List kindly supported by<br>
http://www.vate.org.au - Victorian Association for the Teaching of English VATE
and<br>
http://www.vcaa.vic.edu.au/vce/studies/english/index.html - Victorian
Curriculum and Assessment Authority<o:p></o:p></span></p>
</div>
</div>
</div>
<div class=MsoNormal align=center style='text-align:center'><span
style='font-family:"Calibri","sans-serif";color:black'>
<hr size=2 width="100%" align=center>
</span></div>
<p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>_______________________________________________<br>
http://www.edulists.com.au - FAQ, resources, subscribe, unsubscribe<br>
VCE English Teachers' Mailing List kindly supported by<br>
http://www.vate.org.au - Victorian Association for the Teaching of English VATE
and<br>
http://www.vcaa.vic.edu.au/vce/studies/english/index.html - Victorian
Curriculum and Assessment Authority<o:p></o:p></span></p>
</div>
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