[English] Study Design and Expected Qualities

[rdf4 at bigpond.com]

Thanks Janny,  

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.

9–10 • Demonstrates a close and perceptive reading of the text, exploring complexities of its concepts 
and construction.
• Demonstrates an understanding of the implications of the topic, using an appropriate strategy for 
dealing with it, and exploring its complexity from the basis of the text.
• Develops a cogent, controlled and well-substantiated discussion using precise and expressive 
language.

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.

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 set text.’ This allows students to explore interpretative potential in the passages without dealing with a topic.


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.


Cheers  Russell


From: mccurryj at netspace.net.au 
Sent: Sunday, September 09, 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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  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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