Wyong High School
English Studies
HSC Course
Course Overview
2015
Aim
The aim of English Studies is to enable students to understand, use, enjoy and value the
English language in its various textual forms and to become thoughtful, imaginative and
effective communicators in a diverse and changing society.
Course structure
The Stage 6 English Content Endorsed Course is a 240-hour study consisting of a 120-hour
Preliminary course and a 120-hour HSC course. Each course is comprised of a mandatory
module and a series of additional modules to satisfy the following pattern.
In each of the Preliminary and HSC years students are required to:
• read, view, listen to and compose a wide range of texts, including print texts and
multi-modal texts
• undertake study of at least one substantial print text and at least one substantial
multi-modal text
• be involved in planning, research and presentation activities as part of one individual
and/or one collaborative project
• engage with the community through avenues such as visits, surveys, interviews,
work experience, listening to guest speakers and/or excursions
• develop a portfolio of texts they have planned, drafted, edited and presented in
written, graphic and electronic forms across all the modules undertaken during the
year.
HSC Course:
• The module ‘We are Australians – English in citizenship, community and cultural
identity’ is mandatory in the HSC course.
• Students will study a total of 3-5 different modules (including the mandatory module).
The additional modules are selected from the following list:
- Telling us all about it – English and the media
- On the road – English and the experience of travel
- Digital worlds – English for the web
- Playing the game – English in sport
- Landscapes of the mind – English and the creative arts
- The way we worked – English for exploring the past through industrial
events in Australia
- In the marketplace – English and the world of business
- Discovery and investigation – English and the sciences
- Part of the family – English and family life
- The big screen – English in film-making
- Local heroes – English and community life
- Who do I think I am? – English and the self
- MiTunes and text – English and the language of song
Objectives and Outcomes
Through the study of English Studies students will:
 experience and develop knowledge, understanding and appreciation of various
forms of texts, exploring the ideas and values of those texts and how language and
other techniques are used in the texts to convey meaning
 develop skills in reading, listening and viewing and in writing, speaking and
representing, to enrich their personal lives and to consolidate a sound basis for
current and future education, careers and citizenship
 develop knowledge, understanding and skills in using language accurately, effectively
and appropriately for a range of purposes, audiences and contexts
 develop skills in planning and working both individually and collaboratively, and
reflect on learning.
English Studies Objectives
Students will experience and develop
knowledge, understanding and
appreciation of various forms of texts,
exploring the ideas and values of those
texts and how language and other
techniques are used in the texts to
convey meaning.
Students will develop skills in reading,
listening and viewing and in writing,
speaking and representing, to enrich
their personal lives and to consolidate a
sound basis for current and future
education, careers and citizenship.
Students will develop knowledge,
understanding and skills in using
language accurately, effectively and
appropriately for a range of purposes,
audiences and contexts.
Students will develop skills in planning
and working independently and
collaboratively and reflect on learning.
English Studies Outcomes
1.1 analyses extended and short texts in a range of forms
to gain knowledge, understanding and appreciation of how
English is used to convey meaning
1.2 explains the ideas and values of the texts
1.3 explains how language and other techniques are used
to convey meaning in extended and short texts in a range
of forms
1.4 produces a range of texts that demonstrate
knowledge, understanding and skills gained in conveying
meaning through language and other techniques
2.1 comprehends sustained written, spoken and multimodal texts at an appropriate level to enrich their personal
lives and to provide a sound basis for current and future
education, careers and citizenship
2.2 demonstrates further development of skills in
expression in English at an appropriate level of accuracy
and fluency to enrich their personal lives and to provide a
sound basis for current and
future education, careers and citizenship
2.3 demonstrates skills in using the language conventions
of a variety of textual forms, including literary texts,
informative texts and texts for vocational contexts
3.1 recognises a range of purposes for and contexts in
which language is used and selects appropriate text forms,
vocabulary, style and tone when writing and speaking for
those purposes
3.2 recognises a range of audiences and selects
appropriate text forms, vocabulary, style and tone when
writing and speaking for those audiences
4.1 plans and organises to complete tasks or projects, both
individually and collaboratively
4.2 works effectively, both as an individual and within a
group, to research, select, organise and communicate
information and ideas related to a variety of topics
HSC Standard English
Scope and Sequence
This scope and sequence maps the approximate timing for each unit to commence and end.
 Assessment task 2 will take place at the beginning of week 8, term 1.
 Assessment task 3 will take place at the end of week 5, term 2.
 Assessment task 4 will take place at the end of week 4, term 3.
Week
1
2
Term 4 - 2014
We are
Australians
The Happiest
Refugee
Term 1 - 2015
The Big Screen
Strictly Ballroom
Term 2 - 2015
Part of the Family
Muriel’s Wedding
Term 3 - 2015
MiTunes and Text
Various Song Lyrics
Assessment Task 4
Design a compilation
compact disc
Revision
3
4
5
Assessment Task 3
Planning a Wedding
MiTunes and Text
Various Song Lyrics
6
7
8
9
10
11
Assessment Task 5
Course Exam
Skills Work
Assessment Task 2
Advertising
Portfolio
Assessment Task 1
Part of Family
Interview of a
Muriel’s Wedding
‘notable’
Australian
Skills Work
Course Assessment - The components, weightings and tasks for the HSC Standard English course are detailed below.
Task
What will be assessed?
How will it be assessed?
When?
Where?
Weight
Outcomes Assessed
1
We are Australians:
English in citizenship, community and
cultural identity
Ahn Do: The Happiest Refugee
+
Additional Texts
Interview of a ‘notable’ Australian
Week 9
Term 4, 2014
Home/School
25%
1.1, 1.3, 2.1,
2.2, 2.3, 4.1
2
The Big Screen:
English in film-making
Baz Luhrmann: Strictly Ballroom
+
Additional Texts
Advertising portfolio
Week 8
Term 1, 2015
Home/School
15%
1.1, 1.3, 2.1,
3.1, 4.1, 4.2
3
Part of the family:
English and family life
P.J. Hogan: Muriel’s Wedding
+
Additional Material
Planning a Wedding
Week 5
Term 2, 2015
Home/School
15%
1.2, 3.21, 3.1,
3.2, 4.1, 4.2
4
MiTunes and text:
Design a compilation compact disc
Week 2
Term 3, 2015
Home/School
15%
1.2, 1.3, 2.2,
2.3, 3.2, 4.2
Course Exam
Week 5-6 Term
3, 2015
School
30%
1.1, 1.2, 2.2,
2.3, 3.1, 3.2
English and the language of song
Various song lyrics
5
We are Australians
The Big Screen
Part of the family
MiTunes and text
TOTAL
100
LANGUAGE TECHNIQUES
These are used by composers of texts; playwrights, poets, authors, advertisers, script
writers and YOU in your everyday speech and in your writing… basically language techniques
are used by anyone who writes or creates a text.
But first of all…
What is a text?
A text is a piece of writing and/or visual material. It can be a:
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Novel
short story
poem
play
advertisement script (for television, radio etc)
visual advertisement (on a bus, in a magazine, a poster, a leaflet)
play script
comic strip
cartoon
magazine
newspaper
film
television series
photograph
painting
artwork
And there’s more…
Language techniques are used for several reasons. You will often be asked in essays and
exams, to discuss the effect of techniques. Listed below are some of those reasons or
effects- these are the meanings that are created through the use of techniques.
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To engage the responder of a text
So the responder can better understand what is trying to be communicated by the
composer of the text- to gain insight, heighten understanding etc
To evoke emotions such as humour, suspense, fear, sadness, happiness etc
To better communicate the themes of a text
To create tone and atmosphere
To persuade or convince a reader of a certain point of view or message
So the responder can more personally relate to the text
So we remember the text
You need to be able to identify in any given text:
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WHEN a technique has been used
WHAT the name of the technique is
WHERE the technique has been used (quote it)
WHY it has been used (what meaning has been created because this technique has
been used)
This last dot point is where a lot of students become confused. If you get stuck on this point,
have a look back up at the dot points that list some of the reasons why we use techniques
and you will find some answers…
1. Alliteration
The repetition of a consonant (letter other than a vowel) sound in words that are closely
placed together.
Example: She sells sea sells by the sea shore.
Here, the consonant “S” has been repeated several times.
Alliteration will not always be so obvious. If you’re unsure, read the sentence aloud and see
if a consonant sound is being repeated.
2. Anthropomorphism
When animals are given human characteristics. Similar to personification only instead of
non-living objects being given human characteristics, ANIMALS or GODS are given human
characteristics.
Example: The dog grinned when he was given a bone.
Example: In Euripides’ Medea, Medea has both Goddess and human qualities
3. Assonance
Very similar to Alliteration only it is the repetition of a vowel sound (a, e, I, o, u) in words
that are closely placed together.
Example: The sound of the hound in the pound upset me.
Here the vowel sound “ound” has been repeated. Remember with both assonance and
alliteration the words do not have to be one after the other
4. Black comedy
Black comedy is used in a humorous text, with a cynical view of the world. The use of black
comedy will often highlight the injustices faced by society because of attitudes, behaviours
and institutional or social structures. We often laugh even though we know we shouldn’t
and we feel slightly guilty or naughty for it.
For example in the television series Breaking Bad, light hearted, happy music will play while
Jessie is completing an extremely immoral task (like murdering someone) and we laugh,
even though we know it’s not funny at all. We are laughing at the morbid situation and the
fact that society is not functioning the way it is supposed to.
5. Cliché
A phrase, expression or concept that was once vivid and exciting, but which has been used
so often that it lacks real meaning. They are boring and predictable try not to use these in
your writing! Just know how to identify it in other peoples writing.
Examples: “It was love at first sight”
“Believe it or not…”
“At the end of the day…”
6. Contrast
This is used to draw attention to how things are different or opposite. When 2 images or
concepts are placed in close proximity to each other we realise how different they really
are.
Example: The yin yang symbol. The black looks even darker because it’s placed beside the
white which looks even brighter next to the black.
Remember though that contrast does not just refer to colours. Ideas, characters and
situations can also be contrasted.
Example: In the new Alice in Wonderland (with Johnny Depp) the Queen of Hearts is
contrasted with the White Queen. We compare them because they are sisters yet so
different in nature and appearance. This contrast makes The Queen of Hearts look even
more evil and The White Queen even more good and pure.
John Foulcher uses visual imagery to contrast the images of love and celebration against
that of war and violent death in his poem “Pictures from the War”. This contrast of the
positive and negative effects of war makes us realise what the world has lost in an attempt
to achieve peace.
7. Direct speech
This is used to indicate when a particular person is speaking. It should be surrounded by
quotation marks.
Example: In the Death Cab for Cutie lyrics from the song “Follow you into the Dark”
In Catholic school as vicious as Roman rule
I got my knuckles bruised by a lady in black
And I held my tongue as she told me
"Son fear is the heart of love"
So I never went back
Here, we realise the persona is quoting the Nun from his Catholic School because of the use
of direct speech. This allows us to feel as though we are there being spoken to directly. It is
more clear than someone’s interpretation of what was said.
8. Descriptive/Emotive language
Language specifically used to evoke an emotional response. It can be used to gain positive
reactions
Example: ethereal, gorgeous, dainty
Or it can be used to gain negative reactions
Example: charred, vain, foul
9. Humour
Funny or amusing aspects, making us laugh or smile. The use of humour enables a composer
of a text to attract and keep our attention.
Example: In the 2004 film Mean Girls when a student says to Janice “Nice wig Janice, what’s
it made of?” she replies “YOUR MOTHERS CHEST HAIR!”
10. Hyperbole
Verbal or written exaggeration. Your parents use hyperbole all the time…
Example: “I’ve asked you a million times today to clean your bedroom! It looks like a pigsty!”
11. Imagery
The picture or image created in our minds by a writer’s choice of words. It appeals to our
intelligence by being witty, clever or original or to our emotions through the five senses:
taste, smell, sound, sight and touch.
12. Intertextuality
When a text refers to (mentions) or quotes another text.
Example: In Morton Rhue’s novel The Wave Laurie is referred to as Anne Frank. This is an
intertextual reference to the life of Anne Frank which was documented in her diary The
Diary of Anne Frank which has been published. Laurie is hiding out for fear of reprisal from
her peers, who are pressuring her to join The Wave. We draw similarities between Laurie
and Anne, as Anne was also forced to hide out during WWII to escape the Nazis.
Example: There are many intertextual references in the film Shrek. For instance when Shrek
says to Donkey “That’ll do Donkey, that’ll do.” This is quoting the film Babe. There are also
many characters in Shrek who are from other texts such as Sleeping Beauty, Snow White
and Rapunzel. These are all intertextual references.
13. Metaphor
A comparison between two unlike things that goes further than a simile does. A metaphor
states that one thing IS another thing. It is a strong and powerful comparison. A metaphor
can be carried throughout a text, in this case it is called an extended metaphor.
Example: Chris is a dog.
Here, we are expected to look more closely at the boy to determine why he is being called a
dog. Perhaps he betrayed his mates or perhaps he is acting like a wimp or he may be eating
messily, like a dog. It would depend on the context of the statement.
14. Onomatopoeia
When the sound of a word is the same as its meaning.
Example: TICK TOCK not only means the sound a clock makes but it also sounds like the
sound a clock makes. Bang, crash, moo, quack, plop are all examples of onomatopoeia.
15. Oxymoron
An intentional contradiction between two words that are placed closely together.
Example: In Shakespeare’s Romeo and Juliet “Parting is such sweet sorrow”.
How can sorrow be sweet? Perhaps because the love is so sweet it makes it even more
sorrowful when they must part.
16. Personification
When a non-living object or thing, is given human characteristics.
Example: In Shel Silverstein’s picture book The Giving Tree, the tree is called a “she”, she
talks to the boy and has feelings and in the drawings she moves like a human, crossing her
branches so they look like arms.
17. Pun
Play on words. A pun is dependent upon two words sounding similar, or there being two
meanings for the same word.
Example: The Life Savers lollie commercial urges us to “get a hole lot more out of life”. This
is a pun on the words whole/hole and it reminds us that life saver lollies have a hole in the
middle of them. We visualise it and that makes us want to eat one. Often puns are used in
newspaper headlines and advertisements because they attract attention.
18. Repetition
Repeating words phrases or verses in a text. Advertisers will repeat the name of their
product several times to ensure we remember it or to reinforce an important point.
Example: Martin Luther King used repetition very successfully in his speech “I Had a Dream”.
Some repetition is used carelessly though, and is a sign of poorly constructed sentences.
Example: Monica loved English so much because Miss Ball was her favourite English teacher
and she liked to study English.
Obviously the word English has been used too many times here, and the sentence should be
reconstructed to sound better.
19. Rhetorical Question
A question that does not require or expect an answer. Often these are used to convince
responders of a particular point of view.
Example: When a teacher says “Do I have to wait all day for you to settle down?” The
teacher does not want or expect an answer from you and he or she is assuming that you will
get the message and settle down. This is a rhetorical question
20. Rhyme
The repetition of the sound at the end of words.
Example: Directed and expected.
Fast and last
21. Rhythm
The natural flow of a text. The combination of stressed and unstressed syllables in the way
words are presented or spoken. Rhythm is the pulse or the heartbeat of a text. It is the
energy, language without rhythm would be boring and monotonous.
22. Sarcasm
Bitter or cutting speech, designed to hurt the person to whom it is directed. It is often
confused with satire which is not as personal an attack and is used to change behaviour or
attitudes. Sarcasm is just mean
Example: When one of your friends is excited and tells you something they thought you
hadn’t heard before and you reply “Ohhh Nar, really?” This makes the friend feel stupid and
it puts them down.
23. Satire
A text that ridicules human beings (the weaknesses, hypocrisies and failings of both
individuals and society as a whole) with the intention of bringing about change. Satire is not
just mocking; its use is to stop the responder (you) from ,making the same mistakes as
another, or to inspire the responder to do something about the situation. Sometimes it’s
just used to increase awareness about the way things are.
Example: The Chasers Television series on the ABC. The Chaser team were always satirising
the media and politicians.
Also, street artist Banksy uses satire in a lot of his work.
24. Simile
A comparative figure of speech that uses “like” or “as” to compare two things. Not as
powerful as a metaphor.
Example: As happy as a pig in mud.
She acted like a pig in mud.
25. Slang
Informal language that is distinctive to a particular social group. It enhances social belonging
to a group. Teenagers often use slang that will change depending on trends.
Example: “Oh that’s filth”
Think of what slang you use…
26.Stanza
A group of lines in a poem, similar to a paragraph in a novel. Stanzas are usually linked by a
rhyming scheme or a rhythm/beat.
26. Symbolism
Something that represents a theme or idea.
Example: A red rose on Valentines Day is a symbol of love and passion.
The Yin Yang is a symbol of peace.
Dark clouds arriving in a film may be symbolic of trouble ahead for the characters.
FILM TECHNIQUES
Directors of films will sometimes use the above techniques in the dialogue of the script,
however there is a whole range of other techniques used to create meaning in films. The
director will manipulate the following components.
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Costumes
Set designs (The background/environment)
Music
Lighting
Cinematography (camera angles, editing etc)
Make up
Special effects
Sound effects
Assessment Tracking Sheet:
Module
We are Australians
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- Content
/15
Advertising Portfolio
- Review
/15
- Newspaper advertisement
/15
- Website
/15
Planning a Wedding
- Invitation
/15
- Reception to budget
/15
- Honeymoon to budget
/15
- Extended writing
/15
Design a compilation compact disc
Individual Task
Course Exam:
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/15
Group Task
MiTunes and text
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- Speech
Group Task
Part of the Family
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Mark
Interview
Individual Task
The Big Screen
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Type
- Front and back cover
/20
- Liner notes
/30
Section 1
/20
Section 2
/20
Section 3
/20
Section 4
/20
Individual Task
The components and marks allocated are subject to change.