VCE EnglishUnits 1 & 2

Rationale The English language is central to the way in which students understand, critique and appreciate their world, and to the ways in which they participate socially, economically and culturally in Australian society.

The study of English encourages the development of literate individuals capable of critical and imaginative thinking, aesthetic appreciation and creativity.

The mastery of the key knowledge and skills dealt with in this subject underpins effective functioning in the contexts of study and work, as well as productive participation in a democratic society in the Twenty-First Century.

StructureThe study is made up of 4 units. In Year 11 you will complete Units 1 & 2 in Year 12 you will complete Units 3 & 4Unit 1

In this unit, students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts and create their own texts intended to position audiences. Students develop their skills in creating written, spoken and multimodal texts. Unit 2

In this unit students compare the presentation of ideas, issues and themes in texts. They analyse arguments presented and the use of persuasive language in texts and create their own texts intended to position audiences. Students develop their skills in creating written, spoken and multimodal texts.

Areas of StudyThere are two areas of study in Unit 1 & 2 English:

Area of Study 1 – Reading and responding to textsArea of Study 2 - Analysing and presenting argument

StructureUnit 1: Area of Study 1. Reading and responding to texts - students respond analytically to one text and

creatively to another

Area of Study 2. Analysing and presenting argument (POV + Analysis)

*One assessment in this unit must be an oral

Unit 2: Area of Study 1. Reading and comparing texts - a

comparative response to two texts

Area of Study 2. Analysing and presenting arguments (POV + Analysis)

Assessment: EnglishUNIT 1 – Outcomes

To receive a satisfactory completion for this Unit the students need to demonstrate achievement in the following set of outcomes.

Outcome 1: Produce analytical and creative responses to texts

.Outcome 2: Analyse how argument and persuasive language can be used to position audiences, and create their own texts intended to position audiences.

.

School Assessed Course Work

Achievement of each outcome must be demonstrated in a selection of assessment tasks. 1. Analytical responses to text and creative

responses to text. 2. Analytical responses to persuasive texts and

production of texts to position an audience *There will be a mid-year exam, which will be a factor in the assessment of outcomes one and two.

Assessment: EnglishUNIT 2 – Outcomes

To receive a satisfactory completion for this Unit the students need to demonstrate achievement in the following set of outcomes.

Outcome 1: Compare the presentation of ideas, issues and themes in the two texts Stolen and Skin

Outcome 2: Identify and analyse how argument and persuasive language are used in text/s that attempt to influence an audience, and create a text, which presents a point of view.

School Assessed Course Work

Achievement of each outcome must be demonstrated in a selection of assessment tasks. These include:

1. Comparative, analytical responses to two texts.

2. Participation in and leadership of discussion groups; analytical responses to persuasive texts and production of texts to position an audience

*There will be a final exam, which will be a factor in the assessment of outcomes one and two.

Unit 1: Area of Study 1-Texts

You must write a creative response on one text and an analytical response on the other.

Creative Response Text – The Turning by Tim Winton which is a collection of short stories which link to each other.And you must write an Analytical Response essay on:Montana 1948 by Larry Watson. This novel is written in 1993.

Creative Response to a text

In Years 11 and 12 English you will write creative responses to a text that you have studied. This will require you to make some choices about the various elements that make up your creative response to the text.

A good step is to work out what aspect of the text you plan to use. You can use ideas, issues, themes, concepts, character, language, voice, mood, setting, and the writer’s views and values, to name just a few. Remember:

Your response must show that you understand the text. You must develop your own perspective on the text and

use this to inform your writing.

Set on the coast of Western Australia, Tim Winton’s stunning collection of connected stories is about turnings of all kinds – changes of heart, slow awakenings, nasty surprises and accidents, sudden detours, resolves made or broken. Brothers cease speaking to each other, husbands abandon wives and children, grown men are haunted by childhood fears. People struggle against the weight of their own history and try to reconcile themselves to their place in the world. With extraordinary insight and tenderness, Winton explores the demons and frailties of ordinary people whose lives are not what they had hoped.

Creative response to a text:Class Task

Read the short story The Pedestrian by Ray Bradbury.

Write a creative response using the ideas/themes, or character and language in the text.

When planning your creative text response, you must be aware of how your choices about purpose and audience affect the choices you make about such matters as form, structure, language, voice and point of view.

Write an explanation explaining your choices.

The events of that small-town summer forever alter David Hayden's view of his family: his self-effacing father, a sheriff who never wears his badge; his clear sighted mother; his uncle, a charming war hero and respected doctor; and the Hayden's lively, statuesque Sioux housekeeper, Marie Little Soldier, whose revelations are at the heart of the story. It is a tale of love and courage, of power abused, and of the terrible choice between family loyalty and justice.

Levels of Analysis – analytical response

Character/Event Level Student writes about the story and characters of a text Theme Level Student writes about the story and characters of a text ..and how the stories and characters represent themes/ideasText Construction Level and how the author purposefully constructs literary featuresStudent writes about the story and characters of a text ..and how the stories and characters represent themes/ideas ..and how literary elements impact on the reader

Analyse the orientation of this text

Unit 2: Area of Study 1 - Reading and Comparing Texts

Students explore how the features of texts, including structures, conventions and language convey ideas, issues and themes that reflect and explore the world and human experiences.

an understanding of the ideas, issues and themes

presented in texts the ways authors convey ideas, issues and

themes in texts

Unit 2: Area of Study 1 Comparative essay

How do both texts explore...? In what ways are both/do both...? Fundamental to both texts’ exploration

of...is... While both texts explore..., one text... Each of these stems could also be

preceded by a quote from each text.

Features of a comparative essay: Succinct summaries of the text that focus on specific

elements to be compared (i.e the role of the protagonist/the setting/literary devices)

A big picture statement that discusses the idea/theme that is being compared in the text.

Transition phrases/words such as ‘similarly’ or ‘however’ that creates points of comparison and contrast between sentences.

Comparative describing words such as ‘each’, ‘both’ or ‘the two...’ which couple the texts together.

Topic sentences that focus on both texts. Topic sentences that focus on an idea that will be compared. A variety of ways of referring to each text (i.e Stolen/’s

play/text, the narrative of the Stolen Generation),

Senior English Skills Builderis an essential text for students to help build student skills, that are necessaryfor success in the two areas of study in VCE English Units 1 & 2.

Area of Study 2: Analysing and presenting argument

The media has a significant effect on our lives. We are constantly bombarded with information from newspapers, magazines, television, radio and the internet, and this information often tries to influence us to see things in a particular way. To be media-savvy, intelligent consumers of information, we need to be able to distinguish between fact and opinion, to identify bias and to

be wise to the various strategies writers use to shape our views.

Language AnalysisLanguage Analysis is understanding arguments as presented in texts and how they position the audiences through reason and logic, and the persuasive use of written, spoken and visual language. What are the words and phrases used to describe

how the author is crafting an argument? How does the author build the credibility of their position in a persuasive piece?What phrases does the author use to build a case?

In this section you will learn how to:

identify different types of persuasive texts and their features

identify and analyse how writers develop an argument and the strategies commonly employed by writers to position readers to think, act and respond in accordance with the writer’s intention

identify and analyse how visual material can be used to influence readers

use argument and persuasive strategies to present your point of view on an issue.

Understand and begin to master public speaking understand the importance of pace, pitch and

pause as well as gestures plan your oral point of view.

Newspapers contain a range of articles and features designed to inform us and shape our opinions. In the majority of newspapers, the most important news stories are reported on the first three pages. The comment or opinion columns, letters to the editor and political cartoons are located with, or very close to, the editorial.

However, newspapers are not the only forms used to persuade! Persuasion can be found in blog posts, newsletters, speeches, text messages and advertisements, to name just a few.

In this unit, you will develop your ability to identify different types of persuasive texts, and deepen your understanding of the features of persuasive texts.

‘Being Positioned’: author’s intention, context, form, audience and language In Year 10, 11 and 12, you will learn to

understand how an author puts forward an argument. Writers make choices about context, form, audience and language, in seeking to position readers to respond in accordance with their intention.

Each of these aspects is interrelated. For example, the choices writers make about

language will depend upon their specific audience: who they are trying to persuade.

Students will learn the relationship between form, language, context, audience and

intention

Task 1Handout from Senior English Skills Builder.

Identifying the writer’s views and values

Texts do not appear from nowhere. We are all influenced by our environment and experiences. You need to be aware of the views and values – beliefs and ideas – presented in a text.

Consider the attitudes of people who lived when the text is set and think about the views that are presented in the text.

What sort of a social world is represented? Also, consider the background of the author.