T A S M A N I A N
Q U A L I F I C A T I O N S
E n g l i s h S t u d i e s
A U T H O R I T Y
E N S 3 1 5 1 0 9
C O U R S E G U I D E
Date of Publication: 10 April 2020

2 English Studies
TQA level 3
TABLE OF CONTENTS
EXPLANATION OF WORK REQUIREMENTS ..............................................................................................................3
OVERVIEW OF WORK EXPECTATIONS .....................................................................................................................8
EXPLANATION OF CRITERIA.......................................................................................................................................9
GLOSSARY ...................................................................................................................................................................9
PRESCRIBED AND SUGGESTED TEXTS: SELECTION ........................................................................................... 11
PRESCRIBED AND SUGGESTED TEXT LIST FOR 2012 .......................................................................................... 12
REFERENCES AND RESOURCES ............................................................................................................................. 18
Date of Publication: 10 April 2020

English Studies
TQA level 3
3
Students must complete one Application.
They may choose to work on a second Application in their
Independent Study. The specific topics and texts listed under the three Application types which follow are illustrative only .
A multi-disciplinary aesthetic approach to historical/cultural periods based on a range of fiction and non -fiction texts – prose fiction, drama, poetry, film, music, art, media (print and multi-media). Students might focus on two or three texts.
The following three specific topics are illustrative only.
World War Two
Some ideas for possible texts:


The Resistible Rise of Arturo Ui
Cabaret


Life is Beautiful
Paintings of the period



Music of the period, eg Shostakovich, The Leningrad Symphony
Schindler’s List
Divided we fall
Diary of Anne Frank 
The Australian Colonial Experience From A European Perspective
Some ideas for possible texts:



Articles from The Bulletin
Henry Lawson’s short stories and poems
Mary Gilmore’s and Dorothea Mackellar’s poems


My Brilliant Career, Breaker Morant, Gallipoli
Remembering Babylon


Forty Years in Australia ........ Ada Cambridge
Paintings of the Heidelberg School
 Music of Percy Grainger
Contemporary Culture
Some ideas for possible texts:
 Closed, Strangers ................. Kate Goldi


Triple J website
American Pie




Rage
Home and Away
The Secret Life of Us
Dawson’s Creek
Song Lyrics of Ben Harper 
 Rolling Stone Magazine
Wife Work ........................... Susan Maushart 
Classes, groups or individual students may negotiate alternative topics based on the concept of exploring a particular historical/cultural period. Such topics as the post-colonial experience or the world past 9/11 would be suitable.
Date of Publication: 10 April 2020

4 English Studies
TQA level 3
The development of an idea through time. Here the emphasis is on examining how the exploration of a particular idea has revealed itself in different forms over an extended period of time and perhaps in different parts of the world.
The following topics are examples only.
Perspectives On Womanhood
Some ideas for possible texts:

A Doll’s House
....................................... Ibsen
 The Collector of Treasures ..................... Bessie Head
 Like Water for Chocolate ........................ Esquivel





The Joys of Motherhood ........................ Emechteta
Tess of the d’Urbervilles .........................
Thomas Hardy
The Women’s Room ...............................
Marilyn French
Redemption ........................................... Joanna Murray-Smith
Twelfth Night.......................................... Shakespeare
The Taming of the Shrew ....................... Shakespeare 



Poetry of Judith Wright, Anne Sexton
The Handmaid’s Tale ............................. Atwood
Pigs in Heaven ....................................... Kingsolver
 One True Thing
Maleness
– Changing Self-Images
Some ideas for possible texts:

East of the Mountains……………………..
Guterson
 Death of a River Guide ........................... Flanagan



The Removalists, The Club .................... Williamson
A Midsummer Night’s Dream .................. Shakespeare
The Crucible, Death of a Salesman ........ Miller



Malory
Kipling
Tennyson
Manhood ............................................... Steve Biddulph 
 AB Paterson, Henry Lawson
Shackleton 
The Tasmanian Experience
Some ideas for possible texts:




Death of a River Guide ........................... Flanagan
The Doubleman .................................... Koch
Poetry of Margaret Scott, Anthony Lawrence
A Community of Thieves ........................ Cassandra Pybus



The Tale of Ruby Rose
The Alphabet of Light and Dark .............. Danielle Wood
The Other Side of the Frontier ................ Henry Reynolds
Date of Publication: 10 April 2020

English Studies
TQA level 3
5
Science Fiction
Some ideas for possible texts:




Twenty Thousand Leagues Under the Sea ...... Jules Verne
Voyage to the Centre of the Earth ... Jules Verne
The War of the Worlds .................... H.G. Wells
The Time Machine .......................... H.G. Wells


The Great Explosion ....................... Eric Van Russell
The Dispossessed .......................... Ursula LeGuin



Riddley Walker ............................... Russell Hoban
Short Stories
Philip K. Dick
Ray Bradbury
Films
-
Blade Runner
-
The Empire Strikes Back
-
2001, A Space Odyssey
Fantasy
Some ideas for possible texts:
 Paradise Lost ................................. Milton
 The Narmia Series, Perelandra ...... C.S Lewis
 The Lord of the Rings ..................... Tolkien
 Dark Materials trilogy ...................... Phillip Pullman
Star Wars 
Other suitable ideas to explore might include: the migrant experience, the odyssey, the fallen woman, protest from the 60s to now.
Perspectives on human experience, drawing upon a range of texts relating to a specific aspect of human experience.
The following specific topics are examples only.
Father/Son Relationships
Some ideas for possible texts:

Oedipus Rex… ............................... Sophocles


Genesis
All My Sons .................................... Miller









Billy Elliot
One Hundred Years of Solitude ...... Marquez
Fathers and Sons ........................... Turgenev
Heaney ‘The Follower’, ‘Digging’
McGough
‘The Railings’
McCauley ‘Because’
Owen
‘The Parable of the Old Man and the Young’
Swimming Upstream
The Sum of Us
Date of Publication: 10 April 2020

6 English Studies
TQA level 3

The Twentieth Century Australian Aboriginal Experience
 My Place ............................................. Sally Morgan




No Sugar ............................................. Jack Davis
The Stolen Generation ........................ Carmel Bird
Oodgeroo Noonuccal
– selected poems
Radiance






Rabbit-proof Fence
Mum .................................................... Kevin Gilbert
The Bone People No Sugar .................. Davies
Black and White
The Tracker
The Fringe Dwellers
Yolngu Boy
Topic Weeks Topic Weeks
Poetry
Paired Study
3
Ongoing elements 1
Single 5
7
Individual Study
Exams
Application
5
2
5
Application
Poetry
Revision
2
3
Poetry
Paired text
Application
Application (cont) 2
Poetry 3
Exams 2
Individual Study 5
Single
Revision
5
1
3
7
5
Topic
Single text
Weeks
5
Poetry
Paired text
2
7
Ongoing elements 2
Individual Study 5
Exams 2
Poetry
Application
2
3
Application
Poetry
Revision
4
1
1
Date of Publication: 10 April 2020

English Studies
TQA level 3
7
Texts may be paired on the basis of:
Same Author
Example Only – see current prescribed text list:
Jane Austen’s focus on class distinctions and love relationships to the exclusion of the Napoleonic Wars or
Guterson’s treatment of male characters facing moral dilemmas at different stages of their lives.
Common theme or subject
Example Only
– see current prescribed text list:
Tim Winton’s portrayal of post-war Australia in Cloudstreet is complementary to Les Murray’s in a selection of his poems.
Same or contrasting historical context
Example Only – see current prescribed text list:
Gallipoli and All Quiet on the Western Front could be paired to enable comparison of Australians at war with
German soldiers at war or the English war poets’ war experience could be compared with that of German troops in All Quiet on the Western Front.
Transformations from one text to another
Example Only – see current prescribed text list:
Austen’s
Pride and Prejudice and Fielding’s Bridget Jones’s
Diary or Hamlet and Rosencrantz and
Guildenstern are Dead.
Similar or contrasting cultural perspectives
Example Only – see current prescribed text list:
Students could compare the native African view of British colonialism in Achebe’s
Things Fall Apart with the
British fear of Aboriginals in Malouf’s Remembering Babylon.
Further examples of pairings include
Remembering Babylon with Heart of Darkness and Going Home: Stories with Stolen.
Date of Publication: 10 April 2020

8 English Studies
TQA level 3
SECTION OF COURSE
Core A:
Changing Historical
Contexts
Core B:
Paired Text Study
Core C:
Single Text Study
Applications
Ongoing Elements
EXPECTATIONS
Study of one set of poems, chosen from the prescribed sets.
NOTES ABOUT TEXTS SPECIFIED STUDENT
TASKS
Seminar presentation with a partner
Investigative report*
–
1000 words
Study of two texts, at least one which is from the prescribed list.
Text chosen from prescribed list.
One Application derived from one of three prescribed general areas.
Specific topics within each Application area are suggested. Texts are suggested but not prescribed.
Participation in activities designed to develop skills
Texts chosen for these three sections to include:
Comparative study of the two texts
–
1500-1600 words

 a play a novel
Either a critical essay or an expository essay

 a film a contemporary
Australian writer
Two of the set tasks, including one oral task
None specified - as required by teacher
Independent Study requirements
Externally Assessed
One negotiated
Independent Study.
Study is associated with one or more of the prescribed texts.
Two responses:
 an analytical, critical or interpretive essay or an investigative report
 one imaginative response
Criteria 7,9,10
External Examination Two hour exam. Two questions*
Criteria 1, 3 and 9
Please note this is a summary document only. Refer to the course document for detailed explanations.
Date of Publication: 10 April 2020

English Studies
TQA level 3
9
CRITERION
WORK CONSTRUCTIVELY WITH OTHERS
This criterion focuses on the development of students’ ability to work collaboratively and constructively in a range of structured and unstructured situations.
CRITERION
DEMONSTRATE UNDERSTANDING AND APPRECIATION OF TEXT STRUCTURES AND
FEATURES
This criterion focuses o n the development of students’ knowledge and understanding of the structures and features of literary, media and texts.
CRITERION
PLAN
ORGANISE AND COMPLETE ACTIVITIES
This criterion focuses on the development of students’ ability to plan, organise, complete and reflect upon activities. Students will be expected to plan and set goals, design strategies to undertake and complete tasks effectively, achieve goals and evaluate the effectiveness of their planning procedures.
CRITERION
COMPOSE AND CRAFT A RANGE OF TEXTS FOR DIFFERENT PURPOSES AND
AUDIENCES
This criterion focuses on students’ ability to compose and craft a range of spoken, written, visual and multimedia texts. Students will consider the expectations and needs of intended audiences and select appropriate text types for different purposes. They will plan, draft, refine and present a range of texts and evaluate their effectiveness.
CRITERION
COLLECT AND CATEGORISE INFORMATION
This criterion focuses on the development of students’ investigative skills. Students will gather relevant information from different sources, examine the information and organise it into different categories.
CRITERION
COMMUNICATE IDEAS AND INFORMATION
This criterion focuses on the development of students’ ability to communicate effectively in spoken and written forms.
Applications
Applications form a major part of the course, where students apply their knowledge of language and texts to create products. Applications are designed to encourage collaborative work among students and involve authentic or real-world tasks, often providing connections to the wider community. Applications may act as an extension of other parts of the course or may provide a balance in the overall course of study. Unlike the extended negotiated learning component of the course, the focus of an application is decided by the teacher.
Collaboration
Collaboration involves students working together to further their learning. Students work as pairs or in small or large groups to discuss, to plan, to respond, to create texts or to prepare presentations. Collaboration implies that students are working purposely and constructively toward a common goal.
Composing
Composing is the activity that occurs when students produce written, spoken, visu al, multimedia or performance texts. Composing involves the shaping and arrangement of textual elements to explore and express ideas and values and the processes of imagining, drafting, appraising, reflecting and refining. It depends on knowledge and understanding and use of texts, their language forms, features and structures.
Discourses
Discourses may be thought of as the ways of thinking, being, acting and making meaning which construct specific texts, social practices and institutions. Participating in a particular discourse involves negotiating power relationships, values, identity, spoken and unspoken ways of doing things while excluding competing discourses. In the course of an ordinary day a teacher may be negotiating a number of competing discourse s such as those of family, education, child care, employee, which are frequently alternative to those of the students they are teaching.
Date of Publication: 10 April 2020

10 English Studies
TQA level 3
Dominant Readings
Those readings which the text is designed to promote, which represent the beliefs and values most p owerful within a culture. Dominant readings are given privileged status and are frequently seen as being ‘natural’ or
‘commonsense’ interpretations.
Genre
This refers to any kind of texts that can be grouped together e.g. science fiction, mystery, romance and fantasy books are called genre books. Novels, poetry and plays all belong to their own genre.
Inquiry Approach
Students learn how to define a specific contested issue, to collect, critically analyse and organise information about the issue from a variety of sources and clarify and share their understanding of the issue. Inquiry is typically guided by a focus question.
Intertextuality
The meanings we make from one text influence how we are able to interact with other texts. We apply our prior knowledge of the content, contexts, structures and features of texts to the process of making meaning when we encounter new spoken, written or visual texts. Teachers need to make explicit for their students those connections that they cannot reasonably be expected to make, if left to their own devices.
Language Modes
The language modes in English are reading, writing, speaking, listening, viewing and representing.
Negotiation
Negotiation involves students making decisions about their own learning in collaboratio n with a teacher or other students. To negotiate effectively, students need information from the teacher about aims, resources, assessment procedures, constraints and non-negotiable outcomes. Negotiation is a collaborative process in which participants work to achieve outcomes that are acceptable to all.
Privilege
When the authors of a text privilege something, they are giving it more importance than they do to other ideas or things.
Reflection
Reflection enables students to think about and review their learning and to make judgements and decisions about their work. It incorporates self-assessment, goal setting and planning. Reflection may be written or spoken and may be carried out individually or within a group.
Representing
Representing is the language mode that involves composing images by means of visual and other texts. These images and their meaning are composed using codes and conventions. The term can include such activities as graphically presenting the structure of a novel, making a film, composi ng a web page, or enacting a dramatic text.
Responding
Responding is 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 student s and the texts to which they respond exist in social and cultural contexts. Responding involves reading, listening and viewing skills that depend on, but go beyond, the decoding of texts. It also involves identifying, comprehending, selecting, articulating, imagining, critically analysing and evaluating.
Text
A text is any communication, written, spoken or visual, involving language. Texts include television programs, conversations, billboard advertisements, novels, poetry, web pages etc.
Text Type
Text types include reports, recounts, explanations, expositions, descriptions, procedures or instructions, discussions, narratives and reviews. Text types are recognised by specific aspects of their subject matter, form and language.
Date of Publication: 10 April 2020

English Studies
TQA level 3
11

Approximately 25 - 30% of the texts in both ENC315109 and ENS315109 will change each year

A new text will have a minimum of 2 years on a list (unless – in the experience of delivery – serious issues are raised regarding its suitability)
 A text removed from a list will have a minimum of 2 years ‘rest’ off the list

There will be minimal overlap between ENC315109 and ENS315109 texts

TQA-issued invitations for suggestions/comment on text lists: o are to be answered by a provider/campus (rather than an individual teacher) o a ‘nil response’ will not be considered a “vote for the status quo” o must be accompanied by a rationale that addresses the:
 needs of learners
 nature/scope/philosophy of the course and its assessment procedures
 merit of the title under consideration.
Process
Each year the TQA will invite providers to make recommendations, suggestions and comments regarding the deletion/addition of texts. A panel of experts appointed by the TQA will consider these in light of the rationale provided. The panel’s membership will include relevant Chief Marking and Setting Examiners whenever possible.
The panel will recommend a ‘draft’ text list to the TQA.
This ‘draft’ text list will be published and providers will be invited to comment on the draft list.
Comments made in this second round will focus on issues such as: significant imbalance within parts of the list (eg regarding text-type, gender of writers, historical context); inappropriateness of a text to the senior secondary sector; and availability of texts (eg out-of-print). It is not the purpose of this round of comment to seek recommendations for new texts or to provide an opportunity for a provider to advocate for the retention of texts: these should be done in the first round.
The panel will be asked to consider relevant comments and a final ‘draft’ list will be developed. This list will be recommended to the TQA. Final decisions regarding text lists are made by the TQA.
Date of Publication: 10 April 2020

12 English Studies
TQA level 3
POETRY
OVE
8 Love Poems for Close Study
Donne ............................ ‘The Sunne Rising’
Elizabeth Browning ......... ‘Sonnets from the Portuguese’ X111 ee cummings ..................
Sonnet ‘it may not always be so’
Marvell ........................... ‘To His Coy Mistress’
Ted Hughes ……………...‘Your Paris’
Margaret Scott ................ ‘In the Garden’
Keats……………….…….. ‘La Belle Dame sans Merci’
Gwen Harwood……….… ‘Dichterliebe’
Other Poems on Love
Chaucer ......................... The Canterbury Tales
– ‘The Wife of Bath’
(Coghill translation), Penguin edition extracts: p. 300 ‘Now it so happened, I began to say....Sufficient answer, then you shall return’ p. 303 ‘A fouler-looking creature I suppose....He takes his ancient wife and goes to bed’ p. 309 ‘You say I’m old and fouler than a fen....God send them soon a very pestilence.’
Shakespeare .................. Sonnet 18, ‘Shall I Compare Thee to a Summer’s Day?’
Bruce Dawe.................... ‘Then’
Blake .............................
‘The Sick Rose’
‘The Garden of Love’
Taufiq Rafat ................... ‘Poem 4’ (The Time to Love)
Cole Porter ..................... ‘You’re the Top’
TS Eliot ..........................
‘La Figlia Che Piange’
Robert Graves ................ ‘A Slice of Wedding Cake’
Kenneth Slessor .............
‘Polarities’
Judith Wright .................. ‘Woman to Man’
Oodgeroo Noonuccal ......
‘Gifts’
St Paul ........................... 1 Corinthians 13 1 – 13
OSS
8 Loss Poems for Close Study
Ben Jonson ....................
‘On my First Son’
Wordsworth .................... Ode: ‘Intimations of Immortality from Recollections of early Childhood’
Thomas Hardy ................
‘At Castle Boterel’
W.H. Auden .................... ‘Stop all the clocks’
Date of Publication: 10 April 2020

English Studies
TQA level 3
13
Seamus Heaney .............
‘Death of a Naturalist’
Oodgeroo of the Tribe Noonuccal ……..‘Last of his Tribe’
Sylvia Plath…………. ‘Daddy’
Wilfred Owen………… ‘Disabled’
Other Poems on Loss
Les Murray .................... 'Widower in the Country'
Gerard Manley Hopkins ..
…….. ‘Binsey Poplars’
Oodgeroo of the Tribe Noonuccal ………….. ‘The Past’
Judith Wright .................
‘Finale’
Philip Hodgins ................ ‘Shooting the Dogs’
Elizabeth Bishop ............ ‘One Art’
Gwen Harwood ..............
‘Suburban Sonnet’
Vance Palmer ................ ‘The Farmer remembers the Somme’
A D Hope .......................
‘The Death of the Bird’
Anne Sexton .................. ‘ For my lover returning to his wife’
Bruce Dawe ...................
‘Katrina’
James McAuley .............. ‘Pieta’
Gwen Harwood…………. ‘At Mornington’
J OURNEY
8 Journey Poems for Close Study
Sarah Day ……….. ‘The Ship’
Geof frey Chaucer ………. ‘The Prologue’ from The Canterbury Tales
Emily Dickinson
‘because I could not stop for death’
T S Eliot
‘The Journey of the Magi’
Peter Skrzynecki ……….. ‘Crossing the Red Sea’
Alfred Lord Tennyson ……..‘Ulysses’
Judith Wrigh t…………… ‘The Sanctuary’
Coleridge……………… ‘Frost at Midnight’
Other Poems on Journey
T S Eliot
‘The Love Song of J. Alfred Prufrock’
Robert Frost ………. ‘Stopping by Woods on a Snowy Evening’
Seamus Heaney ……….. ‘Follower’
Philip Larkin ……….. ‘The Whitsun Weddings’
Mary Oliver …………… ‘The Journey’
Ann Sexton ………….. ‘Unknown Girl in the Maternity Ward’
Kenneth Slessor ……….. ‘Beach Burial’
Tim Thorne …………… ‘A letter to Egon Kisch’
Date of Publication: 10 April 2020

14 English Studies
TQA level 3
Judith Wright …….. ‘Naked Girl and Mirror’
C P Cavafy …………. ‘Ithaca’
Gwen Ha rwood……. ‘Father and Child’ (both ‘Barn Own’ and ‘Nightfall’)
F ULFILMENT *
8 Fulfilment Poems for Close Study
Andrew Marvell...............
‘To His Coy Mistress’
Shelley ...........................
‘Ozymandias’
Tennyson ....................... ‘Ulysses’
Coleridge .......................
‘Frost at Midnight’
Sylvia Plath .................... ‘The Applicant’
Oodgeroo of the Tribe Noonuccal………… ‘Gifts’
John Tranter ................... ‘North Light’
Margaret Scott ................
‘Mending a Dress’
Other Poems on Fulfilment
Cavafy ........................... ‘Ithaka’
Owen .............................
‘Dulce et Decorum Est’
Wordsworth .................... ‘I Wandered Lonely…’
Heaney ..........................
‘Digging’
Murray ........................... ‘Noonday Axeman’
Wright ............................
‘Woman to Child’
Harwood ........................ ‘Mother Who Gave me Life’
(
NB. These poems are readily available via the internet and several are published in ‘Blue Light, Clear Atoms’.
)
* N OTE : THIS THEME TO BE REMOVED IN 2013
Date of Publication: 10 April 2020

English Studies
TQA level 3
NOVEL
:
Emma
– Jane Austen
Tes s of the D’Urbervilles –
Thomas Hardy
Great Expectations
– Charles Dickens
The Great Gatsby – Scott Fitzgerald
* Purple Hibiscus
– Chimamanda Adichie
The Kite Runner
– Khaled Hosseini
* The Book Thief
– Markus Zusak
* An Imaginary Life
– David Malouf
Wanting
– Richard Flanagan
* The Weekend
– Bernhard Schlink
One Flew over the Cuckoo’s Nest – Ken Kesey
The Namesake - Jhumpa Lahiri
The Shipping News - A E Proulx
Gilead – Marilynne Robinson (2005)
The Tiger’s Wife
- Tea Obreht (2011)
Traitor – Stephen Daisley (2011)
Brave New World
– Aldous Huxley
Freedom – Jonathan Franzen (2010)
Parrot and Olivier in America - Peter Carey
DRAMA :
Antigone – Sophocles
Hamlet, Othello, Julius Caesar
– William Shakespeare
Accidental Death of an Anarchist – Dario Fo
* The Royal Hunt of the Sun
– Peter Shaffer
Bengal Tiger at the Baghdad Zoo - Rajiv Joseph
August: Osage County
– Tracy Letts
Rosencrantz and Guildenstern are Dead – Tom Stoppard
Saint Joan -George Bernard Shaw
Bombshells
– Joanna Murray-Smith
15
Date of Publication: 10 April 2020

16 English Studies
TQA level 3
POETS :
T S Eliot
Les Murray
Wilfred Owen
W B Yeats
Sarah Day
Jennifer Maiden
Carole Ann Duffy
FILM :
Sophie Scholl – Marc Rothemund
* Jindabyne
– Ray Lawrence
Slumdog Millionaire - Danny Boyle & Loveleen Tandan
Shakespeare in Love - John Madden
Blade Runner (Director’s Cut) – Ridley Scott
Elizabeth - Shekhar Kapur
The King’s Speech – Tom Hooper (2010)
Clueless
– Amy Heckerling (1997)
NON FICTION :
The Life You Can Save
– Peter Singer
If this be a Man
– Primo Levi
* Joe Cinque’s Consolation – Helen Garner
The Ghost at the Wedding - Shirley Walker
A Room of One’s Own – Virginia Woolf
SHORT STORY :
The Thing Around Your Neck – Chimamanda Adichie
The Rip
– Robert Drewe
The Illustrated Man – Ray Bradbury
Island - Alistair MacLeod
Dark Roots – Kate Kennedy (2006)
The Boat
– Nam Le (2009)
Date of Publication: 10 April 2020

English Studies
TQA level 3
17
ADDITIONAL TEXT LIST FOR INDEPENDENT STUDY
T HESE MAY BE USED AS FOCUS TEXTS FOR I NDEPENDENT S TUDIES BUT ARE NOT DEFINED AS
‘
CORE TEXTS
’
FOR
EXAMINATION PURPOSES .
NOVEL :
Pride and Prejudice
– Jane Austen
Wuthering Heights
– Emily Bronte
Remembering Babylon – David Malouf
Captain Corelli’s Mandolin – Louis de Bernieres
Atonement – Ian McEwan
Girl with a Pearl Earring
– Tracy Chevalier
The Road – Cormac McCarthy
A Thousand Splendid Suns
– Khaled Hosseini
The Poisonwood Bible – Barbara Kingsolver
Remarkable Creature
– Tracy Chevalier
Mister Pip – Lloyd Jones
The Lieutenant - Kate Grenville
DRAMA :
Stolen – Jane Harrison
The Importance of Being Earnest
–
Oscar Wilde
When the Rain Stops Falling - Andrew Bovell
The Gift
–
Joanna Murray-Smith
POETS :
Emily Dickinson
Gwen Harwood
Seamus Heaney
Sylvia Plath
Alfred Tennyson
Judith Wright
FILM :
* The Black Balloon
– 2008 Elissa Down
The Matrix – Andy Wachowski and Larry Wachowski
As it is in Heaven
– Kay Pollak
Lost in Translation - Sofia Coppola
Date of Publication: 10 April 2020

18 English Studies
TQA level 3
The MA 15+ Classification
Material classified MA 15+ is legally restricted and can only be seen if: a) the student is 15 years or older, or b) the student under 15 years is accompanied by a parent or legal guardian.
Schools are advised that they should negotiate with their students which films should be shown, and ensure that parents of students under the age of fifteen are made aware of any MA15+ films that will be shown in English classes so that they have the opportunity to raise the matter with the school.
Further information about the classification categories used by the Office of Film and Literature Classification can be obtained from the OFLC website www.oflc.gov.au
The DoE English Learning Area Website: http://wwwfp.education.tas.gov.au/english/
English Classroom: http://www.discover.tased.edu.au/forum/eng-classroom.htm
College Teachers: http://www.discover.tased.edu.au/forum/college-eng.htm
A Statement on English for Australian Schools , Curriculum Corporation
English
– A Curriculum Profile for Australian Schools
, Curriculum Corporation
Wilhelm, J.D., Strategic Reading , Boynton/Cook
Blythe, T., The Teaching For Understanding Guide , Jossey-Bass
Sawyer, W. Watson, K. & Gold, E., Re-Viewing English , St Clair Press
Glasson, T., English Outcomes , Heinemann
Quin, R. and Cody, W., Senior English Now Books 1 & 2, Longman
Glasson, T., English Links Four , Heinemann
Adams, P., 2000, Exploring Short Stories – Volume 1, St Clair Press, Sydney, ISBN 0 949898 51 1
Adams, P., 2001, Exploring Short Stories – Volume 2, St Clair Press, Sydney
Baker, J., 2001, Living Literature: Linking Texts , Hodder & Stoughton, London, ISBN 0 340 79952 8
Blacker, D., 2001, The Language of Texts: critical reading and response , Oxford University Press, Melbourne, ISBN 0 19 550848 3
Bott, Grafton, Millard, Trevaskis, 1998, Dimensions: texts from Asia for the upper secondary English classroom , Curriculum
Corporation, Carlton, ISBN 1 86366 417 3
Culler, J., 1997, Literary Theory: A Very Short Introduction, Oxford University Press, Oxford, ISBN 0 19 285318 X
Griffiths, R., 2001, Living Literature: Reading Drama , Hodder & Stoughton, London, ISBN 0340 79956 0
Hackman, S., Marshall, B., 1990, Re-reading Literature: New Critical Approaches to the Study of English , Hodder & Stoughton,
London, ISBN 0 340 78099 1
Jacobs, R., 2001, A Beginner’s Guide to Critical Reading: An Anthology of Literary Texts , Routledge, London, ISBN 0 4152346 89
Marshall, B., 2001, Living Literature: Reading Prose , Hodder & Stoughton, London, ISBN 0340 79955 2
Martino, W. and Cook, C., 1998, Gender and Texts , AATE, Adelaide, ISBN 1 875 659 13 7
Martino, W. and Mellor, B., 1995, Gendered Fictions , Chalkface Press, Cottesloe WA, ISBN 1 875136 25 8
Meiers, M. and McGregor R., 1992, Now You’re Talking , Nelson, Melbourne, ISBN 0 17 008798 0
Mellor, B., 1989, Reading Hamlet , Chalkface Press, Cottesloe WA, ISBN 1 875136 12 6
Mellor, B., Patterson, A. and O’Neill, M., 1991, Reading Fictions , Chalkface Press, Cottesloe, WA, ISBN 1 875136 15 0
Misson. R., 1994, A Brief Introduction to Literary Theory , VATE, Melbourne
Moon, B., 1998, Studying Poetry, Chalkface Press, Cottesloe WA, ISBN 1 875136 20 7
Moon, B., 1990, Studying Literature, Chalkface Press, Cottesloe WA, ISBN 1 875136 13 4
Moon, B. and Mellor, B., 2001, Writing Critical Essays , Chalkface Press, Cottesloe, WA, ISBN 1 875136 27 4
Munro, D., 1993, Reading Literature , Macmillan, Melbourne, ISBN 0 7329 1811 1
Munro, D., 2000, Defining Literature , Longman, Melbourne, ISBN 0 7339 0812 8
Myszor, F., 2001, Living Literature: Reading Poetry , Hodder & Stoughton, London, ISBN 0340 79954 4
Myszor, F. and Baker, J., 2000, Living Literature: Exploring Advanced Level English Literature, Hodder & Stoughton, London,
ISBN 0 340 77208 5
Pope, R., The English Studies Book: An Introduction to Language Literature and Culture, Routledge, London, ISBN 0 415 257107
Robertson, A., Ed, 2001 , Great Ideas for English in the Senior Years SAETA, Adelaide, ISBN 0 95798750 1
Date of Publication: 10 April 2020

English Studies
TQA level 3
Ryan, K. and Pauley, A., 1999, Speaking Out , Phoenix Education, ISBN 1 876580 00 3
Scholes, R., Comley, N.R., Ulmer, G.L., 1998, Text Book: An Introduction to Literary Language, St Martin’s Press, NY
Simpson, P., 1999, Living Language: Original Writing, Hodder & Stoughton, London, ISBN 0 340 73080 3
Stephens, J. and Watson, K., 1994, From Picture Book to Literary Theory , St Clair Press, Sydney, ISBN 0 949898 51 1
19
Emagazine
– quarterly magazine for A level English students (UK) published by the English and Media Centre www.emagazine.org.uk
Secondary English
– published by NATE (like AATE) www.nate.org.uk/
Date of Publication: 10 April 2020