Fresh! All-new, revised, super-exciting
contents:
Holiday “Work”
- “Fun” Pack
- Course Advice
Welcome to Units 3 & 4
English!
To complete this “fun-pack” you need to:
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Write a letter of introduction to your teacher
Write a “Creating and presenting” response on the
Context “Whose Reality”
Read Death of a Salesman ; Cloudstreet and This
Boy’s Life; and view the movie Wag The Dog
Respond to questions on Cloudstreet and Death of a
Salesman
Collect and Read Issues Articles for your oral and
complete a practice issues essay
These activities will be completed in class and for homework
before next year.
It’s most important that you get ahead over the
holidays by reading your English novels – we will
be starting with Cloudstreet and Death of a
Salesman next year. And then Wag The Dog and
This Boy’s Life.Don’t forget to thoroughly
complete the questions.
Texts To be studied
 Death of a Salesman
 Wag The Dog (film)
 Cloudstreet
 This Boy’s Life
“Please, please, Mr Postman … Send me a letter …”
You
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should use this letter to introduce yourself to your teacher.
Because you are writing to a teacher of English, please say something about your skills and/or difficulties with English.
You might also like to demonstrate your skills as a writer, as you creatively represent yourself; be as serious or as humorous as you think is fitting.
You can range beyond just writing about English if you wish, but information about the following points often helps:
Your feelings about your progress in Units 1 and 2;
The particular skills you have in English;
The areas in English you may need particular help with;
The kinds of reading you enjoy – all-time favorite?
How you approach public speaking and what your experiences have been;
The kinds of issues that interest you;
Any other information that might help your English teacher in working with you in Units 3 and 4;
Anything else you might like to write about yourself generally.
Dear
Ms Billett, Ms Grigg, Mr Shinkfield,
Mr Baxter,
Mr O’Toole,
Mr Donaldson,
Note to students:
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This document contains some preparatory tasks to be completed during Year 12 orientation in Week 8 2015 as well
as a summary of Outcomes and dates for English in 2016.
This course information is an important document and should be kept at the front of your English folder for easy
reference during Year 12.
Some details may change during the course of the year; you will be notified of any changes to the dates or
organization of Outcomes in writing.
In the weeks prior to each Outcome you will be given a more detailed written document detailing the nature of the
task.
Complete the following Questions on Cloudstreet
Remember to answer in the third person, in clear paragraphs using the text to support your ideas.
1
Choose your 2 favourite characters from the novel, then select four scenes in
which something is revealed about them and mark them in your copy of the
novel. Looking at how the language brings the character to life, you should
note the different ways that similes, metaphors and descriptive language are
used.
For example, when describing Dolly Pickles at Rose's wedding we read, 'Dolly Pickles
plots a course and tacks down the aisle to her seat at the front, great spinnaker of a
hat resting at last' (p. 319). This description is not the usual metaphor you would
expect of a mother of the bride. The nautical connotations portray Dolly's actions as
calculated, strategic, but also as listing and rolling in her perpetual intoxication. This
one sentence reveals much about this character at this critical moment where all of
her individual stories converge. This is not a neutral description but one that makes
the reader wary of Dolly and what she may do on this occasion.
Locate four examples for each of your chosen characters. Explain what the
extracts reveal about the character or ideas within the text and how this is
achieved. Present this is a clear and well-written paragraph.
2
Cloudstreet ends at the moment it began. This is called a circular narrative.
Experiment with the idea of circular narrative by creating a small autobiographical
passage. It might be a moment of reflection where you go back to explain the story so
that the location and future actions will make sense or have significance. It might be a
moment of revelation that has only been achieved by piecing together information from
the past. This passage should be no more than a page.
3
Locate each of these places within Western Australia - Geraldton, Margaret River,
Southern Cross, Nedlands, West Leederville, Fremantle. Then mark them on a map and
write a summary of any observations you make about their location, geographic position
or unique situation.
Grade Descriptors for Reading and Responding
”
4
Create a timeline of the years over which the novel takes place (1943 – 1963).
Place on the timeline any global, regional or local events of significance.
25-30 Thorough and insightful understanding of the ideas, characters and themes constructed and presented in the text. Complex discussion and critical analysis of the structures, features and
conventions used by the author to construct meaning. Complex analysis of the ways in which social, historical and/or cultural values are embodied in the text. Construction of sophisticated
interpretation which demonstrates an understanding of the ways in which the text is open to different interpretations by different readers. Considered selection and use of significant textual
evidence and highly appropriate use of relevant metalanguage to support analysis. Highly expressive, fluent and coherent writing.
19-24 Thorough knowledge of the ideas, characters and themes constructed and presented in the text. Well developed discussion and sound analysis of the structures, features and
conventions used by the author to construct meaning. Identification and exploration of the ways in which social historical and/or cultural values are embodied in the text. Construction of a well
developed interpretation, demonstrating knowledge of the ways in which the text is open to different interpretations by different readers. Careful selection and use of suitable textual evidence and
appropriate use of relevant metalanguage to support analysis. Expressive, fluent and coherent writing.
13-18 Knowledge of the ideas, characters and themes constructed and presented in the text. Discussion and some analysis of the structures, features and conventions used by the author to construct
meaning. Identification of the ways in which social, historical and/or cultural values are embodied in the text. Construction of a general interpretation and some identification of the ways in
which the text is open to different interpretations by different readers. Suitable use of textual evidence and appropriate use of some relevant metalanguage to support
analysis. Generally expressive, fluent and coherent writing.
7-12 Some knowledge of the ideas, characters and themes constructed and presented in the text. Generalized discussion of the structures, features and conventions used by the author to construct
meaning. Identification of a way in which social, historical and/or cultural values are embodied in the text. Some evidence of an ability to construct a general response to the text and
identify a possible interpretation. Some use of textual evidence and use of some relevant metalanguage to support analysis. Clear expression of ideas in writing.
1-6 Limited knowledge of the ideas, characters and themes constructed and presented in the text. Little, if any, identification of the structures or features or
conventions used by the author to construct meaning. Little, if any, identification of a way in which social, historical and/or cultural values are embodied in the text. Little evidence of
ability to construct a general response to the text or to identify an interpretation. Minimal use of textual evidence or relevant metalanguage. Simple expression of ideas in writing.
_________________________________________________________________
Unit 3 Overview
The VCE English Course is designed by The Victorian Curriculum and Assessment Authority
(VCAA) who provide a Study Design out lining the course. As well as determining the
assessment criteria and the Outcomes, VCAA also set the Year 12 final exam.
There are three areas of the course; Reading and Responding; Creating and Presenting and
Using Language To Persuade. You will be assessed in Reading and Responding and in
Creating and Presenting in each semester and in Using Language To Persuade in Semester
1. All three areas will be examined in the end-of-year exam, in November.
Area of Study 1—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 responses to a selected text using appropriate metalanguage.
Area of Study 2—Creating and Presenting
The focus in this area of study is on reading and writing and their interconnection.
The same Context (Whose Reality) should be the focus of study in both Units 3 and 4. Wag the Dog and Spies and
other selected texts will be used to explore ideas and/or arguments associated with the Context.
Students will read these texts in order to identify, discuss and analyse ideas and/or arguments associated with the
selected Context. They will reflect on the ideas and/or arguments suggested by these texts, explore the relationship
between purpose, form, audience and language, and examine the choices made by authors in order to
construct meaning.
Students will then draw on the ideas and/or arguments they have gained from the texts studied to construct their
own texts. They write for a specified audience and purpose and draw on their experience of exploring texts to
explain their own decisions about form, purpose, language, audience and context.
Area of Study 3—Using Language to Persuade
The focus of this area of study is on the analysis and comparison of the use of language in texts that debate a
topical issue which has appeared in the Australian media since 1 September of the previous year. Students read,
view and listen to texts such as feature articles and opinion columns, cartoons, editorials, letters to the editor,
interviews on current affairs programs, websites and CD-roms, speeches, excerpts from online focus and discussion
groups, and advertisements in magazines and newspapers, and on websites and television. They analyse and
compare the ways in which verbal and non verbal (including visual) language of these texts is used to
persuade readers and viewers to share the point/s of view being presented.
* Drawing on their study of the use of language to persuade, students construct a piece of sustained and reasoned
writing in which they put forward their own point of view on the selected issue in oral form.
This response evokes
This image invites the reader to……
The arguments are associated with…..
Countering logically, the writer…..
This logical analysis…………...
E
Semester 1
Term 1
Week 4 - Outcome 1 “Reading and Responding” (Cloudstreet – Tim Winton)
You will have the class prior to the SAC to complete a double-sided hand-written cheat
sheet. Topics released on the Monday. In class, two of the four topics will be randomly selected.
You will write a timed essay. (30% of Semester 1 mark)
Term 2
Week 1 - Outcome 3 Part 2 “Issues Oral”
All students must be ready to produce this oral. You will be allowed a maximum of 10
minutes. Names will be drawn “out of a hat” (randomly) on the day to decide the order
of presentation. Should you miss a class at this time you will need a medical certificate. (20%
of Semester 1 mark.)
Week 4- Outcome 3 “Issues” analysis of media texts (2 sessions)
In each of three sessions you will be presented with an ‘unseen’ article and
asked to write an essay of analysis.(20% of Semester 1 mark).
Week 10 – Outcome 2 “Creating and Presenting” Prompt released on Monday .
You will have two lessons to complete a piece of writing relating to the prompt and Death of
a Salesman. At the end of each class your work must be handed to your teacher. (You will
also be required to write a commentary to explain your authorial choices. 900-1200words)
(30% of Semester 1 mark.)
Semester 2
Term 3
Week 4– Outcome 1 “Reading and Responding” (This Boy’s Life – Tobias Wolf)
You will have the class prior to the SAC to complete a double-sided hand-written cheat
sheet. Topics released on the Monday. In class two of the four topics will be randomly selected.
You will select on and write a timed essay. . (50% of Semester 2 mark.)
Week 9 – Outcome 2 “Creating and Presenting” cheat sheet and essay.
Prompt released on Monday . You will have two lessons to complete a piece of
writing relating to the prompt and Wag The Dog. At the end of each class your
work must be handed to your teacher. (You will also be required to write a
commentary to explain your authorial choices. 50% of Semester 2 mark.)
Term 4
Week 4 - VCAA English exam.
You will receive detailed non-numerical feedback for all the Outcomes.
Outcomes will usually be completed during class time.
Our Context for 2016 is “Whose Reality?”
Read Death of a Salesman over the Christmas holidays. Then complete the three writing response tasks below.
Remember to incorporate or use textual detail – whatever kind of response – in your writing.
1.
2.
3.
What is “The American Dream”?
Perhaps Willy Loman’s chief failing is that he tries to impose his reality on his sons. How similar
are your parents’ dreams to yours?
Expository Response. In what ways is Death of a Salesman about unfulfillable expectations?
Grade Descriptors for “Creating and Presenting”
25-30 Skilful shaping of ideas,
arguments and language appropriate to the chosen form,
audience, purpose and context. Sophisticated understanding of complex
ideas and/or arguments relevant to the chosen Context and presented in
selected text; a demonstrated ability to draw on and
develop these in the creation of own text. Highly expressive, fluent and
coherent writing. Use of appropriate metalanguage to present an
insightful, highly expressive coherent written explanation of personal authorial
choices.
19-24 Considered use of ideas,
arguments and language appropriate to the chosen form, audience, purpose and
context. Thorough understanding of the ideas and/or
arguments relevant to the chosen Context and presented in selected text; a demonstrated
ability to draw purposefully on these in the creation of own text. Expressive, fluent and coherent
writing. Use of appropriate metalanguage to present a considered, expressive and coherent written
explanation of personal authorial choices.
13-18 Suitable use of ideas, arguments and language appropriate to the chosen form,
audience, purpose and context. Clear understanding of basic ideas and/or
arguments relevant to the chosen Context and presented in selected texts; a demonstrated
ability to draw on these to some degree in the creation of own text. Generally expressive, fluent and
coherent writing. Use of metalanguage to present a clear, coherent and general explanation of personal
authorial choices.
7-12 Use of ideas, arguments and language generally appropriate to the chosen form,
audience, purpose and context. Some understanding of basic ideas and/or
arguments relevant to the chose Context and presented in the selected texts; some evidence of an
ability to draw on these in the creation of own text. Clear expression of ideas in writing. Use of limited
metalanguage to present a general explanation of personal authorial choices.
1-6 Little evidence of an ability to use ideas, arguments and language appropriate to the chosen form,
audience, purpose and context. Limited understanding of basic ideas and/or
arguments relevant to the chosen Context and presented in selected texts; little evidence of an
ability to draw on these in the creation of own text. Simple expression of ideas in writing. Little use of
metalanguage and minimal discussion of authorial choices
Using Language To Persuade
Use the holidays to:
… become a news(paper) “reader” – on paper and/or online!
The kind of writing which you will encounter in your analysis task is likely to be, or be very
similar to those kinds of persuasive writing found in the opinion sections of major daily Melbourne newspapers,
both the ‘traditional’ versions and the online varieties, as examiners use persuasive emails, websites and blog
postings.
The best way to become fluent in analysing these is to become familiar with them. Without this, you’re hoping that
you get something that’s (near enough) exactly what we talked about in class (so you’ll recognize it) … Chances
aren’t that great!
The more reading a daily newspaper becomes part of your normal routine, the more you’ll recognise the patterns,
and be able to describe their persuasive intentions from a far broader understanding.
… and to scan the papers and find an issue that interests you.
Read and collect all the articles about it that you can. Any wider reading on the internet or through
journals or texts would be useful too.
The Issue must have ‘recently’ been in the Australian media. For Units 3/4 you will be required to use these
articles as the basis of an ORAL. During this Oral you will present your point of view about your issue.
The specific Issue on which we’ll focus for the written part of this SAC is yet to be determined.
013
During Term 1 you will be given advice about how to use the material that you create into an
oral presentation. In the meanwhile become familiar with the grade descriptors.
Grade Descriptors for Issues Oral
17-20 Presentation, of complex ideas in a sustained, coherent and logical argument. In an oral response, the skillful
use of highly appropriate oral language conventions to engage an audience. Highly expressive, coherent and fluent
written response. Accurate and detailed acknowledgement of sources where appropriate.
13-16 A sustained, coherent and logical argument. In an oral response, an
ability to use appropriate oral language conventions to engage an audience. Expressive, coherent and fluent
written response. Acknowledgement of sources where appropriate.
9-12 An argument which is generally sustained and coherent. In an oral response, an
ability to use some appropriate oral language conventions to engage an audience. Generally expressive, coherent and fluent
written response. Acknowledgement of some sources where appropriate.
5-8 A superficial argument. In an oral response, variable ability to use oral language conventions to engage an audience. Clear
expression of ideas in writing. Limited acknowledgement of sources.
1-4 Little sense of argument. IN an oral response, limited use of oral language conventions to engage an
audience. Simple expression of ideas in writing. Little or no acknowledgement of sources.
Grade Descriptors for Issues Analysis.
17-20 Sophisticated analysis and insightful comparison of the ways in which language of
selected persuasive texts is used to position readers in particular ways. Highly expressive and coherent writing with confident
use of highly appropriate metalanguage.
13-16 Detailed analysis and careful comparison of the ways in which language of selected
expressive texts is used to position readers in particular ways. Expressive, coherent and fluent writing and relevant use of
appropriate metalanguage.
9-12Analysis and some comparison of the ways in which the language of
selected persuasive texts is used to position readers in particular ways. Generally expressive, fluent and coherent writing and
mostly relevant use of appropriate metalanguage.
5-8 Some analysis and limited comparison of the ways in which the language of
selected persuasive texts is used to position readers in particular ways. Clear written expression and
some appropriate metalanguage.
1-4 Little analysis or comparison of the ways in which the language of
selected persuasive texts is used to position readers in particular ways. Simple written expression and limited use of
appropriate metalanguage.
Habits to learn
Text content: READING!
Listening(!)
Habits to develop
Accuracy and precision.
Metalanguage
Diligent
and regular note-taking
Use Wiki (and other!)
discussions
Communication skills (with
your teacher!)
“Little and often”
Habits to use
Applying past knowledge
Processes –
work, planning and study
Persistence
P l a n
a h e a
d
Finally….
The teachers on the Year 12 team are committed to helping you succeed. As a part of that
commitment we will be running regular enhancement classes during after school.
These classes are designed to stimulate your thinking and therefore enrich your writing in
this subject. Students who aim to produce thoughtful and articulate responses in the
Outcomes and in the exam will find these classes extremely helpful. They are optional,
however, we strongly encourage all students to attend.
Look out for the published timetable next year. As well, teachers undertake to return your
essays to you within seven days (unless there are unusual circumstances). This is
designed to give you feedback in optimal time for learning.
SACs will take longer to return as they need to be marked and cross-marked.
We welcome you to Year 12 English. We hope that you use 0-Week and the summer
holidays to make a successful start to your Year 12. We look forward to helping you
develop your skills and talents in 2016.
Best wishes,
The Year 12 Team
YEAR 12 ENGLISH: YEAR TIMELINE 2016
Week
No
Term
1
Term
2
Week
Term
3
Term
4
1
2
3
4
5
6
Cloudstreet
Cloudstreet
Cloudstreet
Prac SAC
CloudStreet
Camp
Week
Cloud
Street
1
2
3
4
5
6
Issues Oral
Prep
Issue Orals
-> Issues
analysis
study
Issue
Issue
Issue
Analysis
study
Analysis
study
SAC
7
I
HOLS
Prac Exam
1 DAY 1
You will
need to
prepare
texts and be
ready for
the Prac
Exam
Prac Exam
3 First day
back
Revision
1
This Boy’s
Life
Revision
2
This Boy’s
Life
Revision
8
Cloud
Street
SAC
Issues
Issues
7
Context
Death of a
Salesman
Context
Death of a
Salesman
Holidays
Prepare
oral and
issues
analysis
8
9
10
Holidays
Context
Death of a
Salesman
Context
Death of a
Salesman
Context
Death of a
Salesman
SAC
Review
This Boy’s
Life and
“Wag The
Dog”
3
4
5
6
7
8
9
10
This Boy’s
Life
PRAC
SAC
This Boy’s
Life
SAC
Context
Wag the
Dog
PRAC
EXAM
2
Context
Wag the
Dog
Context
Wag the
Dog
Context
Wag the
Dog
Prac SAC
Context
Wag the
Dog
SAC
Exam