student booklet hsc english advanced€¦ · – poetry – nonfiction or media or multimedia texts...

Tuggerah Lakes Secondary College

The Entrance Campus

Student Booklet

HSC

ENGLISH

ADVANCED

2018

1

Contents

1 TLSC HSC Advanced English Yearly Planner.............................................. 2

2 HSC Advanced Course Requirements ......................................................... 3

3 Assessment Task Schedule ......................................................................... 3

4 Advanced Course Objectives and Outcomes ............................................... 4

5 Advanced Course Content and Prescribed Texts ......................................... 7

6 HSC Examination Rubrics .......................................................................... 15

7 HSC Examination Specifications ................................................................ 18

8 Performance Band Descriptors .................................................................. 19

9 Glossary from Syllabus ............................................................................. 20 10 HSC verbs and definitions………………………………………………...........24

10 Websites..................................................................................................... 25

2

THE ENTRANCE CAMPUS

YEAR 12 HSC - Advanced English 2017-18

Term 4: Monday 9/10/17 – Tuesday 19/12/17

Week 1 9/10

Week 2 16/10

Week 3 23/10

Week 4 30/10

Week 5 6/11

Week 6 13/11

Week 7 20/11

Week 8 27/11

Week 9 4/12

Week 10 11/12

Week 11 18/12

Term 1: Monday 29/1/18 – Friday 13/4/18

Week 1 29/1

Week 2 5/2

Week 3 12/2

Week 4 19/2

Week 5 26/2

Week 6 5/3

Week 7 12/3

Week 8 19/3

Week 9 26/3

Week 10 2/4

Week 11 9/4


Week 1 30/4

Week 2 7/5

Week 3 14/5

Week 4 21/5

Week 5 28/5

Week 6 4/6

Week 7 11/6

Week 8 18/6

Week 9 25/6

Week 10 2/7

EXAM

FEEDBACK


Week 1 23/7

Week 2 30/7

Week 3 6/8

Week 4 13/8

Week 5 20/8

Week 6 27/8

Week 7 3/9

Week 8 10/9

Week 9 17/9

Week 10 24/9

Exam

Feedback

Assess

Task 4

15%

Reading & CREATIVE SKILLS AREA OF StUDY - Discovery

Module C

MODULE B

Assess

Task 3

15%

MODULE C –Representation and text MODULE A - Comparative

study of texts

MODULE B - Critical Study of texts MODULE A

revision

Trial hsc

exams

25%

Mid course

exams 30%

REvision

Assess

Task 1

15%

3

HSC English (Advanced) Course Requirements

Text Requirements:

• the close study of at least FIVE TYPES OF PRESCRIBED TEXT, one drawn from

EACH of the following categories:

– Shakespearean drama

– prose fiction

– drama or film

– poetry

– nonfiction or media or multimedia texts

• a wide range of additional related texts and textual forms.

The course has two sections and the requirements listed above apply to both sections.

Section 1 Section 2

Content common to the Standard and

Advanced Courses where students analyse

and explore texts and apply skills in

synthesis.

The HSC Common Content consists of one

Area of Study common to the HSC

Standard and Advanced courses.

Modules which emphasise particular aspects

of shaping meaning and representation,

questions of textual integrity, and ways in

which texts are valued.

Students are required to choose one elective

from each of Modules A, B and C.

Study in the HSC course requires close study of particular texts, supported by students’

own wide reading.

In order to satisfy course requirements, a different type of prescribed text must be

studied in the Area of Study and each of the three modules.

Students may study additional prescribed texts if they choose.

SUBJECT: ENGLISH - ADVANCED

TASK WHEN TOPIC TYPE OF TASK OUTCOMES VALUE 1 Term 4 2017

Week 9

Area of Study

Discovery

Extended Response H3,H7,H13 15%

2 Term 1 2018

Weeks 10 & 11

Area of Study

Module B

Mid Course Exam

(Reading & Creative)

Exam: Question with

Notice

H2,H4,H5,H11

H2A, H6, H12

15%

15%

3 Term 2 2018

Week 5

Module A Oral Presentation H1,H2,H12A 15%

4 Term 3 2018

Week 2

Module C Extended Response H8,H9,H10 15%

5 Term 3 2018

Weeks 5 & 6

ALL Trial HSC

Examination

ALL 25%

4

HSC English (Advanced) Course Objectives, Outcomes and Content

The table below sets out the content of the HSC English (Advanced) course and illustrates the

relationship between the objectives, the outcomes and the content. Students will work to

achieve the outcomes by responding to and composing increasingly complex texts in a variety

of modes and media.

English (Advanced)

Objectives

HSC English

(Advanced) Outcomes

HSC English (Advanced) Content

Students will develop

knowledge and

understanding of the

purposes and effects of

a range of textual forms

in their personal, social,

historical, cultural and

workplace contexts.

1. A student explains

and evaluates the

effects of different

contexts of

responders and

composers on texts.

1. Students learn to evaluate the effects of

different contexts of responders and

composers on texts by:

1.1 comparing and contrasting texts and their

contexts

1.2 responding to and composing texts to

achieve meaning in a range of contexts

1.3 explaining how values and attitudes are

reflected in texts

1.4 explaining and evaluating changes in

meaning arising from changes of context

1.5 generalising about the relationships

between context and meaning.


relationships among

texts.

2. Students learn to explain the relationships

among texts by:

2.1 comparing and contrasting the forms and

features of texts

2.2 describing and explaining the connections

between texts

2.3 describing and explaining the ways in

which texts are influenced by other texts

and contexts.

2A. A student recognises

different ways in

which particular

texts are valued.

2A. Students learn to recognise ways in which

particular texts are valued by:

2A.1 responding to a range of texts that are

valued differently in particular personal,

social, cultural, historical and workplace

contexts

2A.2 explaining how and why they are valued.

3. A student develops

language relevant to

the study of English.

3. Students learn the language relevant to their

study of English including:

3.1 its terminology

3.2 language for making connections,

questioning, affirming, challenging,

speculating about and generalising about

texts

3.3 language of personal, cultural, public and

critical expression

3.4 conventions of language.

5

English (Advanced)

Objectives

HSC English

(Advanced) Outcome



knowledge and

understanding of the

ways in which language

forms and features, and

structures of texts shape

meaning in a variety of

textual forms.


and analyses the

ways in which

language forms and

features, and

structures of texts

shape meaning and

influence responses.

4. Students learn about the ways in which

language forms and features, and structures of

texts shape meaning and influence responses

by:

4.1 explaining and analysing the effects of a

variety of language forms and features, and the

structures of texts

4.2 identifying a range of possible responses to

texts influenced by their language forms and

features, and their structure

4.3 using various language forms and features, and

structures of texts to influence meaning and

responses.


and evaluates the

effects of textual

forms, technologies

and their media of

production on

meaning.

5. Students learn to evaluate how textual forms

and media of production represent

information, ideas and values by:

5.1 describing and explaining the conventions and

the effects of textual forms, technologies and

media of production on meaning

5.2 choosing from the range of textual forms,

technologies and media of production to

compose texts for specific audiences and

purposes

5.3 reflecting on the effects of a change in textual

form, technology or medium of production

through their own processes of composing

5.4 explaining the relationships between

representation and meaning.


skills in responding to

and composing a range

of complex texts.

6. A student engages

with the details of

text in order to

respond critically

and personally.

6. Students learn about the ways they can

respond to texts by:

6.1 analysing texts in detail

6.2 composing sustained arguments supported by

textual evidence

6.3 composing and supporting a personal response

to texts

6.4 evaluating the responses of others.


skills in effective

communication at

different of levels of

complexity.

7. A student adapts and

synthesises a range

of textual features to

explore and

communicate

information, ideas

and values for a

variety of purposes,

audiences and

contexts.

7. Students learn to communicate information,

ideas and values for a variety of purposes,

audiences and contexts by:

7.1 identifying and explaining the effects of

language forms and features, and structures of

texts

7.2 composing and adapting texts to address

different purposes and audiences.

6

English (Advanced)

Objectives

HSC English

(Advanced) Outcomes


8. A student articulates

and represents own

ideas in critical,

interpretive and

imaginative texts

from a range of

perspectives.

8. Students learn to compose imaginative,

personal and critical texts from a range of

perspectives by:

8.1 engaging with complex texts

8.2 refining the clarity of their composition to

meet the demands of increasing complexity of

thought and expression

8.3 using and manipulating a range of generic

forms in a range of modes and media for

different audiences and purposes

8.4 using stylistic devices appropriate to purpose,

audience and context.


skills in independent

investigation, individual

and collaborative

learning.

9. A student evaluates

the effectiveness of

a range of processes

and technologies for

various learning

purposes including

the investigation and

organisation of

information and

ideas.

9. Students learn to evaluate the effectiveness of

processes and technologies by:

9.1 using, individually and in groups, different

available technologies to investigate, clarify,

organise and present ideas

9.2 using individual and collaborative processes to

generate, clarify, organise, refine and present

ideas

9.3 assessing the most appropriate technologies

and processes for particular purposes of

investigating, clarifying, organising and

presenting ideas.


skills in imaginative,

critical and reflective

thinking about meaning.

10. A student analyses

and synthesises

information and

ideas into sustained

and logical

argument for a

range of purposes,

audiences and

contexts.

10. Students learn to synthesise information and

ideas into sustained and logical argument by:

10.1 discerning ideas, attitudes and values reflected

in texts

10.2 making connections between information and

ideas, and synthesising these for various

purposes and audiences

10.3 using the information and ideas gathered from

a range of texts to present a point of view in

analytic, expressive, imaginative and

evaluative ways.


skills in reflection as a

way to evaluate their

processes of composing,

responding and

learning.

11. A student draws

upon the

imagination to

transform

experience and ideas

into texts

demonstrating

control of language.

11. Students learn about the role of imagination in

responding to and composing texts by:

11.1 making connections between life experience

and imagined experience

11.2 experimenting with ways of transforming

experience into imaginative texts in different

contexts for specified audiences

11.3 recreating texts into new texts by changing

perspective and context

11.4 analysing, explaining and generalising about

the relationships between imagination and

cultural forms and ideas.

7

English (Advanced)

Objectives

HSC English

(Advanced) Outcomes


12. A student reflects

on own processes

of responding and

composing.

12. Students learn about reflecting on their own

processes of responding and composing by:

12.1 assessing and evaluating the compositional

style of others to experiment with their own

texts

12.2 editing their work to correct errors, reshape

structure and refine style

12.3 evaluating their own compositions and

compositional style.

12A. A student explains

and evaluates

different ways of

responding to and

composing texts.

12A. Students learn to explain and evaluate the

different ways of responding to and

composing texts by:

12A.1 articulating the ways they approach texts

12A.2 questioning meaning in and through texts

12A.3 evaluating the effect of a range of different

images, perspectives and voices on

meaning

12A.4 generalising about the relationships

between perspective and meaning

12A.5 reflecting on their own processes of

responding.

13. A student reflects

on own processes

of learning.

13. Students learn to reflect on their own

processes of learning by:

13.1 articulating and monitoring their own

learning and that of others

13.2 assessing the effectiveness of their various

learning strategies

13.3 comparing their own learning processes

with those of others

13.4 writing to reflect on their own learning and

that of others.

HSC English (Advanced) Course Content

Common Content – Area of Study

An Area of Study is the exploration of a concept that affects our perceptions of ourselves and

our world. Students explore, analyse, question and articulate the ways in which perceptions of

this concept are shaped in and through a variety of texts.

In the Area of Study, students explore and examine relationships between language and text,

and interrelationships among texts. They examine closely the individual qualities of texts

while considering the texts’ relationships to the wider context of the Area of Study. They

synthesise ideas to clarify meaning and develop new meanings. They take into account

whether aspects such as context, purpose and register, text structures, stylistic features,

grammatical features and vocabulary are appropriate to the particular text.

8

The Area of Study integrates the range and variety of practices students undertake in their

study and use of English. It provides students with opportunities to explore, analyse and

experiment with:

• meaning conveyed, shaped, interpreted and reflected in and through texts

• ways texts are responded to and composed

• ways perspective may affect meaning and interpretation

• connections between and among texts

• how texts are influenced by other texts and contexts.

Students’ responses to texts are supported by their own composition of, and experimentation

with, imaginative and other texts. They explore ways of representing events, experiences,

ideas, values and processes, and consider the ways in which changes of form and language

affect meaning.

The Area of Study and the prescribed texts will be subject to periodic evaluation and review.

Prescribed texts are:

• A range of prescribed texts for the Area of Study from which at least one must be

selected. This text list will be published in an English Stage 6 support document.

In addition, students will explore texts of their own choosing relevant to the Area of Study.

Students draw their chosen texts from a variety of sources, in a range of genres and media.

Area of Study and Texts for the Common Content of Standard and Advanced Courses

The Area of Study must be considered in the context of the relevant description in

the syllabus and the course objectives, outcomes and content. (Refer to the English

Stage 6 Syllabus, word format, pp 25, 30–33 and pp 43, 48–51.)

Area of Study 2015–18: Standard and Advanced

Area of Study: Discovery

This Area of Study requires students to explore the ways in which the concept of discovery is

represented in and through texts.

Discovery can encompass the experience of discovering something for the first time or

rediscovering something that has been lost, forgotten or concealed. Discoveries can be sudden

and unexpected, or they can emerge from a process of deliberate and careful planning evoked

by curiosity, necessity or wonder. Discoveries can be fresh and intensely meaningful in ways

that may be emotional, creative, intellectual, physical and spiritual. They can also be

confronting and provocative. They can lead us to new worlds and values, stimulate new ideas,

and enable us to speculate about future possibilities. Discoveries and discovering can offer

new understandings and renewed perceptions of ourselves and others.

An individual’s discoveries and their process of discovering can vary according to personal,

cultural, historical and social contexts and values. The impact of these discoveries can be far-

reaching and transformative for the individual and for broader society. Discoveries may be

questioned or challenged when viewed from different perspectives and their worth may be

reassessed over time. The ramifications of particular discoveries may differ for individuals

9


and their worlds.

By exploring the concept of discovery, students can understand how texts have the potential

to affirm or challenge individuals’ or more widely-held assumptions and beliefs about aspects

of human experience and the world. Through composing and responding to a wide range of

texts, students may make discoveries about people, relationships, societies, places and events

and generate new ideas. By synthesising perspectives, students may deepen their

understanding of the concept of discovery. Students consider the ways composers may invite

them to experience discovery through their texts and explore how the process of discovering

is represented using a variety of language modes, forms and features.

In their responses and compositions, students examine, question, and reflect and speculate on:

• their own experiences of discovery

• the experience of discovery in and through their engagement with texts

• assumptions underlying various representations of the concept of discovery

• how the concept of discovery is conveyed through the representations of people,

relationships, societies, places, events and ideas that they encounter in the prescribed text

and other related texts of their own choosing

• how the composer’s choice of language modes, forms, features and structure shapes

representations of discovery and discovering

• the ways in which exploring the concept of discovery may broaden and deepen their

understanding of themselves and their world.

10


Students explore the concept of discovery through at least one of the following:

Prose fiction (pf) or nonfiction (nf)

• Bradley, James, Wrack (pf)

• Chopin, Kate, The Awakening (pf)

• Winch, Tara June, Swallow the Air (pf)

• Bryson, Bill, A Short History of Nearly Everything (nf)

• Guevara, Ernesto ‘Che’, The Motorcycle Diaries (nf)

or

Drama (d) or film (f) or Shakespearean drama (S)

• Gow, Michael, Away (d)

• Harrison, Jane, Rainbow’s End from Cleven, Vivienne et al, Contemporary Indigenous

Plays (d)

• Lee, Ang, Life of Pi (f)

• Shakespeare, William, The Tempest (d/S*)

* In order to satisfy the text requirements of the different English courses, The Tempest is

classified as a drama text for the Standard course and as a Shakespearean drama text for the

Advanced course.

or

Poetry

• Dobson, Rosemary

‘Young Girl at a Window’, ‘Wonder’, ‘Painter of Antwerp’, ‘Traveller’s Tale’, ‘The

Tiger’, ‘Cock Crow’, ‘Ghost Town: New England’

• Frost, Robert

‘The Tuft of Flowers’, ‘Mending Wall’, ‘Home Burial’, ‘After Apple-Picking’, ‘Fire and

Ice’, ‘Stopping by Woods on a Snowy Evening’

• Gray, Robert

‘Journey: the North Coast’, ‘The Meatworks’, ‘North Coast Town’, ‘Late Ferry’,

‘Flames and Dangling Wire’, ‘Diptych’

or

Media

• Nasht, Simon, Frank Hurley – The Man Who Made History

• O’Mahoney, Ivan, Go Back to Where You Came From – Series 1, Episodes 1, 2 and 3

and The Response

Specific editions of the set texts are listed at the end of this document. If the specified

edition is unavailable, however, schools may use any suitable edition of the text selected.

Where a text is quoted in an examination question, it will be from the listed edition.

11

Modules and Electives

In the HSC course, students must choose one of the prescribed electives from EACH of the

HSC Modules A, B and C.

The electives and text list will be prescribed in an English Stage 6 support document.

Electives and texts will be subject to periodic evaluation and review.

Each module shows how content and/or texts function within it. Modules are:

Module A – Comparative Study of Texts and Context

Module B – Critical Study of Texts

Module C – Representation and Text

Electives

Each elective requires:

• the integration of the modes of reading, writing, listening, speaking, viewing and

representing as appropriate

• responding to and composing texts

• the integrated study of language and text

• examination of a variety of textual forms.

Electives and texts for the English (Advanced) course

Electives in the English (Advanced) course must be considered in the context of the

module descriptions and the course objectives, outcomes and content. (Refer to the

English Stage 6 Syllabus, pp 48–51.)

Module A: Comparative Study of Texts and Context

This module requires students to compare texts in order to explore them in relation to their

contexts. It develops students’ understanding of the effects of context and questions of value.

(Refer to the English Stage 6 Syllabus, word format, p 50.)

12

Advanced, Module A: Comparative Study of Texts and Context

Elective 2: Intertextual Perspectives

In this elective, students compare the content and perspectives in a pair of texts in order to

develop their understanding of the effects of context, purpose and audience on the shaping of

meaning. Through exploring and comparing perspectives offered by a pair of texts, students

examine the ways in which particular social, cultural and historical contexts can influence the

composer’s choice of language forms and features and the ideas, values and attitudes

conveyed in each text. In their responding and composing, students consider how the

treatment of similar content in a pair of texts can heighten our understanding of the values,

significance and context of each.

Students choose a pair of texts from the following list:

Shakespearean drama and nonfiction

• Shakespeare, William, Julius Caesar

AND

• Machiavelli, Niccolò, The Prince (translated by Tim Parks)

or

Prose fiction and poetry

• Fitzgerald, F Scott, The Great Gatsby

AND

• Browning, Elizabeth Barrett

Sonnets from the Portuguese – I, XIII, XIV, XXI, XXII, XXVIII, XXXII, XLIII

or

Prose fiction and poetry

• Joyce, James, Dubliners

AND

• Heaney, Seamus

‘Digging’, ‘Blackberry-Picking’, ‘Mid-Term Break’, ‘The Given Note’, ‘The

Strand at Lough Beg’, ‘Casualty’, ‘Granite Chip’, ‘Clearances III’

or

Prose fiction and film

• Orwell, George, Nineteen Eighty-Four

AND

• Lang, Fritz, Metropolis

13

Module B: Critical Study of Texts

This module requires students to engage with and develop an informed personal

understanding of their prescribed text. Through critical analysis and evaluation of its

language, content and construction, students will develop an appreciation of the textual

integrity of their prescribed text. They refine their own understanding and interpretations of

the prescribed text and critically consider these in the light of the perspectives of others.

Students explore how context influences their own and others’ responses to the text and how

the text has been received and valued. (Refer to the English Stage 6 Syllabus, word format p

51.word format)

Advanced, Module B: Critical Study of Texts

Students choose one text from one of the listed types of text.

Shakespearean drama

• Shakespeare, William, Hamlet

or

Prose fiction

• Brontë, Charlotte, Jane Eyre

• Jones, Gail, Sixty Lights

• Ondaatje, Michael, In the Skin of a Lion

• Winton, Tim, Cloudstreet

or

Drama (d) or film (f)

• Chekhov, Anton, The Seagull (d) (translated by Stephen Mulrine)

• Welles, Orson, Citizen Kane (f)

or

Poetry

Students choose one of the following poets for study. All listed poems for that poet

constitute the prescribed text.

• Eliot, TS

‘The Love Song of J. Alfred Prufrock’, ‘Preludes’, ‘Rhapsody on a Windy Night’, ‘The

Hollow Men’, ‘Journey of the Magi’

• Rossetti, Christina

‘Goblin Market’, ‘After Death’, ‘Maude Clare’, ‘Light Love’, ‘L.E.L.’, ‘In an Artist’s

Studio’

• Yeats, William Butler

‘When You Are Old’, ‘The Wild Swans at Coole’, ‘An Irish Airman Foresees his Death’,

‘Easter 1916’, ‘The Second Coming’, ‘Leda and the Swan’, ‘Among School Children’

or

14

Advanced, Module B: Critical Study of Texts

Nonfiction

• Woolf, Virginia, A Room of One’s Own AND Three Guineas

• Speeches:

Anwar Sadat – Speech to the Israeli Knesset, 1977

Paul Keating – Redfern Speech, 1992

Margaret Atwood – ‘Spotty-Handed Villainesses’, 1994

Noel Pearson – ‘An Australian history for us all’, 1996

William Deane – ‘It is still winter at home’, 1999

Doris Lessing – ‘On not winning the Nobel Prize’, Nobel Lecture, 2007

Geraldine Brooks – ‘A Home in Fiction’, Boyer Lecture 4, 2011

Module C: Representation and Text

This module requires students to explore various representations of events, personalities

or situations. They evaluate how medium of production, textual form, perspective and choice

of language influence meaning. The study develops students’ understanding of the

relationships between representation and meaning. (Refer to the English Stage 6 Syllabus,

word format, p 51.)

Advanced, Module C: Representation and Text

Elective 1: Representing People and Politics

In this elective, students explore and evaluate various representations of people and politics in

their prescribed text and other related texts of their own choosing. They consider the ways in

which texts represent individual, shared or competing political perspectives, ideas, events or

situations. Students analyse representations of people’s political motivations and actions, as

well as the impact political acts may have on individual lives or society more broadly. In their

responding and composing, students develop their understanding of how the relationship

between various textual forms, media of production and language choices influences and

shapes meaning.

Students choose one of the following texts as the basis of their further exploration of the

representations of people and politics.

Shakespearean drama

• Shakespeare, William, King Henry IV, Part 1

or

Prose fiction

• Huxley, Aldous, Brave New World

or

Drama (d) or film (f)

• Miller, Arthur, The Crucible (d)

• Levinson, Barry, Wag the Dog (f)

15

Advanced, Module C: Representation and Text

or

Poetry

• Auden, WH

‘O what is that sound which so thrills the ear’, ‘Spain’, ‘Epitaph on a Tyrant’, ‘In

Memory of W.B. Yeats’, ‘September 1, 1939’, ‘The Unknown Citizen’, ‘The

Shield of Achilles’

or

Nonfiction

• Reynolds, Henry, Why Weren’t We Told?

HSC Examination Rubrics

English (Standard) and (Advanced)

Paper 1 – Area of Study

Section 1

In your answers you will be assessed on how well you:

• demonstrate understanding of the way perceptions of discovery are shaped in and

through texts

• describe, explain and analyse the relationship between language, text and context

Section II

In your answer you will be assessed on how well you:

• express understanding of discovery in the context of your studies

• organise, develop and express ideas using language appropriate to audience, purpose and

context

16

Section III


• demonstrate understanding of the concept of discovery in the context of your study

• analyse, explain and assess the ways discovery is represented in a variety of texts


context

HSC Examination Rubrics

English (Advanced)

Paper 2 – Modules

Section I – Module A: Comparative Study of Texts and Contexts


• demonstrate understanding of the meanings of a pair of texts when considered together

• evaluate the relationships between texts and contexts


form

Section II – Module B: Critical Study of Texts


• demonstrate an informed understanding of the ideas expressed in the text

• evaluate the text’s language, content and construction


form

17

Section III – Module C: Representation and Text


• demonstrate understanding of and evaluate the relationship between representation and

meaning


form

18

English (Advanced) HSC Examination Specifications The exam will consist of a written paper worth 40 marks and a second written paper worth 60

marks. Paper 1 will be common to the Standard and Advanced courses.

Paper 1: Area of Study (40 marks)

Paper 1 will be marked out of 45 marks and the mark for each candidate will be converted to

a mark out of 40.

Time allowed: 2 hours plus 10 minutes reading time.

The paper will consist of three sections.

Section I (15 marks)

• There will be one question to the value of 15 marks.

• This question will consist of a number of short answer parts.

• The question will be based on unseen texts related to the Area of Study Discovery

Section II (15 marks)


• Candidates will be required to compose or adapt a text for a specific context, purpose

and audience.

Section III (15 marks)

• There will be one question to the value of 15 marks

• The question will require a sustained response based on the Area of Study and prescribed

texts.

Paper 2: Modules (60 marks)

Time allowed: 2 hours plus 5 minutes reading time.

Section I – Module A: Comparative Study of Texts and Context (20 marks)


• The question will require a sustained response based on the candidate’s chosen elective.

Section II – Module B: Critical Study of Texts (20 marks)



Section III – Module C: Representation and Text (20 marks)



19

PERFORMANCE BANDS DESCRIPTIONS

ENGLISH - STANDARD AND ADVANCED

The typical performance in this band:

Band 6 • demonstrates extensive, detailed knowledge, insightful understanding and

sophisticated evaluation of the ways meanings are shaped and changed by

context, medium of production and the influences that produce different

responses to texts.

• displays a highly developed ability to describe and analyse a broad range of

language forms, features and structures of texts and explain the ways these

shape meaning and influence responses in a variety of texts and contexts.

• presents a critical, refined personal response showing highly developed skills

in interpretation, analysis, synthesis and evaluation of texts and textual detail.

• exhibits an ability to compose imaginatively, interpretively and critically with

sustained precision, flair, originality and sophistication for a variety of

audiences, purposes and contexts in order to explore and communicate ideas,

information and values.

Band 5 • demonstrates detailed knowledge, perceptive understanding and effective

evaluation of the ways meanings are shaped and changed by context, medium

of production and the influences that produce different responses to texts.

• displays a well developed ability to describe and analyse a broad range of

language forms, features and structures of texts and explain the ways these

shape meaning and influence responses in a variety of texts and contexts.

• presents a critical personal response showing well developed skills in

interpretation, analysis, synthesis and evaluation of texts and textual detail.


flair, originality and control for a variety of audiences, purposes and contexts

in order to explore and communicate ideas, information and values.

Band 4 • demonstrates sound knowledge and understanding of the way meanings are

shaped and changed by context, medium of production and the influences that

produce different responses to texts.

• displays ability to describe and analyse a range of language forms, features and

structures of texts and explain the ways these shape meaning and influence

responses in a variety of texts and contexts.

• presents a sound critical personal response showing developed skills in

interpretation and analysis of texts.


confidence and control for a variety of audiences, purposes and contexts in

order to explore and communicate ideas, information and values.

Band 3 • demonstrates generalised knowledge and understanding of the ways meanings

20

are shaped and changed by context, medium of production and the influences

that produce different responses to texts.

• displays ability to describe a limited range of language forms, features and

structures of texts and convey an awareness of the ways these shape meaning

and influence responses in a variety of texts and contexts.

• presents a response showing some evidence of interpretation and analysis of

texts.


variable control in using language appropriate to audience, purpose and

context in order to explore and communicate ideas, information and values.

Band 2 • demonstrates elementary knowledge and understanding of the ways meanings

are shaped and changed.

• displays ability to recognise and comment on basic language forms, features

and structures of texts.

• presents an undeveloped response showing recognition of the main ideas in

texts.

• exhibits an ability to compose with some awareness of audience, purpose and

context in order to explore and communicate ideas and information.

Band 1

Glossary

This glossary includes words and expressions that are used with particular reference in the

syllabus.

aesthetic Having an appreciation of beauty.

affective Relating to a thoughtful consideration and evaluation of emotions

and values associated with an idea or set of ideas.

appropriated text A text which has been taken from one context and translated into

another. The process of translation allows new insights into the

original text and emphasises contextual differences between the

two.

assess To establish the value of a particular idea or text.

collaborative An interactive approach to teamwork that enables students to

learning combine their individual skills and resources to generate creative

solutions to mutually defined problems.

composing The activity that occurs when students produce written, spoken, or

visual texts. Composing typically:

21

• involves the shaping and arrangement of textual elements to

explore and express ideas and values

• involves the processes of imagining, drafting, appraising,

reflecting and refining

• depends on knowledge and understanding and use of texts, their

language forms, features and structures.

concept A concept is an abstract idea derived or inferred from specific

instances or occurrences. In the context of an Area of Study,

‘concept’ typically operates in and through language and text which

enables ideas and experiences to be organised and at the same time

shapes meaning and inferences.

context The range of personal, social, historical, cultural and workplace

conditions in which a text is responded to and composed.

conventions Accepted practices or features which help define textual forms and

meaning.

creative thinking The ability to think laterally and imaginatively looking at all sides

of an issue and devising interesting and imaginative solutions.

critical thinking The ability to think using hypothesis and deduction as a way to

question, interpret and draw conclusions.

culture The social practices of a particular people or group, including

shared beliefs, values, knowledge, customs and lifestyle.

elective A unit of work, a text or group of texts, designed to deliver aspects

of course content chosen by teachers and students from a list

prescribed by the Board of Studies in accordance with syllabus

requirements.

electronic media Media technology, such as television, the internet, radio, teletext

and email, that communicates with large numbers of people.

evaluate To estimate the worth of a text in a range of contexts and to justify

that estimation and its process.

explore To examine closely and experiment with texts.

flexible thinking The ability to change or adapt information and ideas to present a

different perspective or create something new.

genre A category of text that can be recognised by specific aspects of its

subject matter, form and language.

imaginative The ability to think divergently, to generate original ideas by

thinking drawing on emotional and cognitive experiences.

interpretation Explanation of meaning within the context of one’s own

understanding.

language forms The symbolic patterns and conventions that shape meaning in

and features texts. These vary according to the particular mode or medium of

production of each text.

22

language modes Listening, speaking, reading, writing, viewing and representing.

These modes are often integrated and interdependent activities used

in responding to and composing texts. It is important to realise that:

any combination of the modes may be involved in responding to or

composing print, sound, visual or multimedia texts; and

the refinement of the skills of any one of the modes develops skills

in the others. Students need to build on their skills in all language

modes.

literacy A synthesis of language, thinking and contextual practices through

which meaning is shaped. ‘Effective literacy is intrinsically

purposeful, flexible and dynamic’ (Dawkins, J, Australia’s

Language: The Australian Literacy and Language Policy, AGPS,

1991) and involves interactions in a range of modes and through a

variety of media.

meaning The dynamic relationship between text and responder involving

information (explicit and implicit), the affective and the contextual.

meaning in and This expression implies that meaning variously

through texts • resides in texts

• is a dynamic process through which responders engage with

texts, and

• involves the incorporation of understanding gained through texts

into a wider context.

medium The physical form in which the text exists or through which the text

is conveyed.

module A component of a course in the syllabus. The modules in the HSC

courses contain prescribed electives and texts.

paradigm Organising principles and underlying beliefs that form the basis of a

set of shared concepts.

perspective A way of regarding situations, facts and texts and evaluating their

relative significance.

popular culture Cultural experiences widely enjoyed by members of various groups

within the community.

recreating texts Transforming texts to explore how changes in particular elements of

a text affect meaning.

reflection The thought process by which students develop an understanding

and appreciation of their own learning. This process draws on both

cognitive and affective experience.

register The use of language in a text appropriate for its purpose, audience

and context. A register suited to one kind of text may be

inappropriate in another.

representation The ways ideas are portrayed through texts.

representing The language mode that involves composing images by means of

visual or other texts. These images and their meaning are composed

23

using codes and conventions. The term can include such activities

as graphically presenting the structure of a novel, making a film,

composing a web page, or enacting a dramatic text.

responding The activity that occurs when students read, listen to or view texts.

It encompasses the personal and intellectual connections a student

makes with texts. It also recognises that students and the texts to

which they respond exist in social and cultural contexts.

‘Responding’ typically involves:

• reading, listening and viewing that depend on, but go beyond,

the decoding of texts

• identifying, comprehending, selecting, articulating, imagining,

critically analysing and evaluating.

structures of The relationships of the different parts of a text to each other

texts and to the text as a complex whole.

synthesis The collecting and connecting of many specific elements or ideas

from various sources to form something new.

systems of Principles and processes which combine to allow people to

valuation ascribe value to texts.

technology The knowledge, tools and processes used to create the medium in

which the text exists or through which the text is conveyed.

texts Communications of meaning produced in any medium that

incorporates language, including sound, print, film, electronic and

multimedia representations. Texts include written, spoken,

nonverbal or visual communication of meaning. They may be

extended unified works or series of related pieces.

textual integrity The unity of a text; its coherent use of form and language to

produce an integrated whole in terms of meaning and value.

value (verb) To estimate or assign worth to a text; to consider something to have

worth.

value (noun) A quality desirable as a means or an end in itself.

24

Remember to use the TXXXC framework for each paragraph as well as the whole

response. Develop your “thesis” and support it with relevant examples and/or

references to texts. Make sure that you do what the key word asks you to and get those

“5 extra marks”!

HSC VERBS AND DEFINITIONS

ACCOUNT FOR State reasons for, report on, explain, give an account of, narrate a series

of events or transactions

ANALYSE Identify components and the relationship between them, draw out and

relate implications

APPLY Use, utilise, employ in a particular situation

ASSESS Make a judgment of value, quality, outcomes, results or size. Give your

opinion with facts.

CLARIFY Make clear or plain

COMMENT ON Identify and write about the main issues, give reactions based on what

you’ve read and/or researched

COMPARE Show how things are similar or different (hint – use a Venn diagram),

show the relevance of the similarities / differences

CONTRAST Show how things are different or opposite

CRITICALLY (analyse / evaluate) Add a degree or level of accuracy, depth, knowledge

and understanding, logic, questioning, reflection and quality to

analysis/evaluation

DEFINE State meaning and identify essential qualities, give the exact meaning of

DEMONSTRATE Show by example

DESCRIBE Provide characteristics and features of the item / concept, outline the main

events

DISCUSS Identify issues and provide points for and/or against, investigate or

examine by argument, examine the implications

DISTINGUISH (between) Recognise and indicate as being distinct or different from, to

note differences

between things

EVALUATE Make a judgment and give your opinion based on criteria, determine the

value of, assess and give your judgment about the merit, importance or

usefulness of something

EXAMINE Inquire into, find out the facts, look closely into something

EXPLAIN Relate cause and effect, make the relationships between things evident,

provide the why and/or how about the item / concept, make clear why

something happens

EXPLORE Examine thoroughly, consider from a variety of viewpoints

HOW DOES By what means – consider the processes, techniques, steps and ideas

behind the issue/s or concept/s

IDENTIFY Recognise and name

ILLUSTRATE Make something clear and explicit, giving examples and/or evidence

25

INTERPRET Draw meaning from, show the meaning and relevance of data or other

material presented

INVESTIGATE Plan, inquire into and draw conclusions about

JUSTIFY Support an argument or conclusion with evidence and examples, show

why a decision or conclusion/s was/were made

OUTLINE Sketch in general terms, indicate the main points / features / general

principles of

PREDICT Suggest what may happen based on available information

PROPOSE Put forward a point of view, idea, argument or suggestion for

consideration or action

RECOMMEND Specify a path / course / action and provide reasons in favour

RELATE Show similarities and differences between items / concepts

STATE Give the main features briefly and clearly

SUMMARISE Concisely express the relevant details

SYNTHESISE Putting together the various elements to make a whole

TO WHAT EXTENT Consider how far something is true (or not true) or contributes to a

final outcome

WHY For what causes, reason or purpose, on what account does/did

something happen/occur

Some useful websites for Study Guides and Strategies:

• libguides.csu.edu.au/HSC

• www.boardofstudies.nsw.edu.au

• www.boredofstudies.org

• www.studygs.net

• www.tale.edu.au/tale4students

• www.cli.nsw.edu.au

(Each of the universities’ websites also has tips and guides, so try a search under their names.)

http://www.hsc.csu.edu.au/

http://www.boardofstudies.nsw.edu.au/

http://www.boredofstudies.org/

http://www.studygs.net/

http://www.tale.edu.au/

http://www.cli.nsw.edu.au/

student booklet hsc english advanced€¦ · – poetry – nonfiction or media or multimedia texts...

Documents