[English] Study Design and Expected Qualities

Sun Sep 9 20:47:46 EST 2012

Thank you so much everyone. Sometimes feel I'm alone in my anti-TEEL stance. And John, you're right about it appearing in middle school years. We may as well teach standardised corporate memos.
But it would be great to hear from others who hold a different view. I've only ever taught English in the one school so know my world is very narrow compared to others.
Back to the essay marking...but it's great to have a conversation going.

On 09/09/2012, at 8:39 PM, "Monica Cleary" <mcleary53 at gmail.com<mailto:mcleary53 at gmail.com>> wrote:

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.

Monica

On Sun, Sep 9, 2012 at 8:19 PM, Bradley,John <John.Bradley at marcellin.vic.edu.au<mailto:John.Bradley at marcellin.vic.edu.au>> wrote:
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.

John Bradley
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From: english-bounces at edulists.com.au<mailto:english-bounces at edulists.com.au> [english-bounces at edulists.com.au<mailto:english-bounces at edulists.com.au>] on behalf of Mary Mason [mary.mason at bigpond.com<mailto:mary.mason at bigpond.com>]
Sent: Sunday, September 09, 2012 8:01 PM

To: 'VCE English Teachers' Mailing List'
Subject: Re: [English] Study Design and Expected Qualities

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.

Mary

From: english-bounces at edulists.com.au<mailto:english-bounces at edulists.com.au> [mailto:english-bounces at edulists.com.au<mailto:english-bounces at edulists.com.au>] On Behalf Of Reynolds, Gail G
Sent: Sunday, 9 September 2012 3:19 PM

To: VCE English Teachers' Mailing List
Subject: Re: [English] Study Design and Expected Qualities

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...

Gail

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From: english-bounces at edulists.com.au<mailto:english-bounces at edulists.com.au> [english-bounces at edulists.com.au<mailto:english-bounces at edulists.com.au>] on behalf of Jan May [Jan.May at stleonards.vic.edu.au<mailto:Jan.May at stleonards.vic.edu.au>]
Sent: Sunday, 9 September 2012 2:55 PM
To: VCE English Teachers' Mailing List
Subject: Re: [English] Study Design and Expected Qualities
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.
Instead of TEEL, we need EII. Encourage Individual Interpretation.

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.

Jan May

On 09/09/2012, at 1:53 PM, "Reynolds, Gail G" <reynolds.gail.g at edumail.vic.gov.au<mailto:reynolds.gail.g at edumail.vic.gov.au>> wrote:

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!!!)

Back to SAC marking

Gail

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From: english-bounces at edulists.com.au<mailto:english-bounces at edulists.com.au> [english-bounces at edulists.com.au<mailto:english-bounces at edulists.com.au>] on behalf of mccurryj at netspace.net.au<mailto:mccurryj at netspace.net.au> [mccurryj at netspace.net.au<mailto:mccurryj at netspace.net.au>]
Sent: Sunday, 9 September 2012 11:39 AM
To: VCE English Teachers' Mailing List
Subject: Re: [English] Study Design and Expected Qualities
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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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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