[English] Study Design and Expected Qualities

[mccurryj at netspace.net.au]

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. .
Cheers, Janny

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Sent:Sun, 9 Sep 2012 11:00:16 +1000
Subject:[English] Study Design and Expected Qualities

  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:    ‘On completion of this unit
the student should be able to analyse, either orally or in writing,
how a selected text constructs meaning, conveys ideas and values, and_
IS OPEN TO A RANGE OF INTERPRETATIONS_.’ (My italics.)   Is not
being represented in the Expected qualities at all? Namely, question
of students providing a range of interpretations.    The idea of
interpretation being a key element in the course is mentioned again in
the skills list:    • discuss and compare possible interpretations
of texts using evidence from the text;     Any thoughts?    
(extract from current study design below)     Reading and responding
  This area of study focuses on the reading of a range of literary
texts to develop critical and supported responses. Students examine
the structures, features and conventions used by authors of a range of
selected texts to construct meaning. They identify, discuss and
analyse these in order to explain how meaning is constructed through
textual elements such as language and images. They also examine the
ways in which the same text is open to different interpretations by
different readers; for example, the ways in which a text can be read
differently in a different time, place or culture. They describe and
analyse the way in which social, historical and/or cultural values are
embodied in texts, and develop oral and written responses to a
selected text, using appropriate metalanguage. The term ‘selected
text’ refers to a text chosen from the list of prescribed texts in
Text List 1 published annually in the VCAA Bulletin.   Outcome 1 On
completion of this unit the student should be able to analyse, either
orally or in writing, how a selected text constructs meaning, conveys
ideas and values, and is open to a range of interpretations. To
achieve this outcome the student will draw on knowledge and related
skills outlined in area of study 1. Key knowledge This knowledge
includes • an understanding of the ideas, characters and themes
constructed by the author and presented in the selected text; • the
structures, features and conventions used by authors to construct
meaning in a range of literary texts; • methods of analysing complex
texts and the social, historical and/or cultural values embodied in
texts; • the ways in which the same text is open to different
interpretations by different readers; • strategies and techniques
for constructing a supported analysis of a text, including a knowledge
of the metalanguage appropriate to the analysis and to the text type;
• key elements of oral language conventions and usage in a range of
text types; • features of spoken texts which successfully engage
audiences; • techniques for managing feedback and leading
discussion; • the conventions of spelling, punctuation and syntax of
Standard Australian English. Key skills These skills include the
ability to • critically analyse texts and the ways in which authors
construct meaning; • analyse the social, historical and/or cultural
values embodied in texts; • discuss and compare possible
interpretations of texts using evidence from the text; • use
appropriate metalanguage to construct a supported analysis of a text;
• plan and revise written work for fluency and coherence; • apply
oral language conventions in a chosen oral text type; • engage an
audience through interested and varied language use; • respond to
audience interest and engagement; • use the conventions of spelling,
punctuation and syntax of Standard Australian English.
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