Table of Contents (Print)
Area of Study 1:
Reading & responding
Chapter 4: Films
Area of Study 1 resources on CD-ROM
Chapter 1: Overview
2
3
35
Special features of film
36
Elements of narrative in film
39
Chapter 5: Biography & autobiography 40
Introduction to biography &
autobiography
The essentials
3
Assessment for each unit
3
Key knowledge/key skills
4
Chapter 6: Poetry
45
Year 11 and Year 12 compared
4
Poetry essentials
45
Taking notes
5
Studying poems 47
Headings for a summary sheet
6
Poems for study
49
Chapter 2: Novels & short stories
7
Chapter 7: Text responses
52
8
Written text responses
52
What’s in the plot?
12
Sample student essays
61
Structure
12
Oral presentations
65
Setting and context
14
Assessment sheet: Written response
67
Narrators
16
Assessment sheet: Oral response
68
First-person narrative
16
Third-person narrative
17
Characters
18
Protagonists and main characters
20
Minor characters
20
Characters and ideas
21
Themes and values
22
Short story collections
24
The beginnings of texts
Chapter 3: Drama
26
40
Area of Study 2:
Creating & presenting
Area of Study 2 resources on CD-ROM
Chapter 8: Overview
70
71
The essentials
71
Assessment for each unit
71
Key knowledge/key skills
72
72
Special features of drama
29
How does Area of Study 2 link
to Year 12?
Stage directions and stage sets 29
How to use texts
73
Acts and scenes
30
Key vocabulary
74
Soliloquies and asides
31
Structure
32
Work sequence
77
Dialogue
32
Building the Context
79
Themes and values
34
How do we define ourselves?
81
Chapter 9: Australian identity
Insight • English for Year 11
© Insight Publications 2010
76
iii
A short story
84
Writing a draft 137
A children’s book
86
Redrafting and editing 138
A satiric profile
88
Imaginative writing 139
An opinion piece
88
Creating a scene or vignette 139
90
Writing short stories 140
Personal writing 147
Feature articles 149
Persuasive writing 150
Argumentative essays 152
Informative writing 153
Spelling and grammar 155
Assessment sheet 158
Chapter 10: Family & society
Work sequence
91
Building the Context
93
A memoir 97
A scene or a dialogue 98
A parody 98
A feature article Chapter 11: Future worlds 102
Work sequence 103
Building the Context 105
A brochure 105
Creating a scene for a film 107
Writing a short story 110
A persuasive essay 112
Chapter 12: Exploring technology
& communication 113
Overview of the Context 113
Studying websites 115
Society and the internet 116
Hyperfiction and hypertext 119
Chapter 13: Exploring workplace
communication 121
Effective communication 122
Writing outcomes 125
Chapter 14: Resources for
writing & creating
iv
100
127
Basic guidelines 128
Thinking about your topic 128
Developing ideas 129
Audience, purpose and form 133
Creating a structure 136
Area of Study 3:
Using language to persuade
Area of Study 3 resources on CD-ROM 160
Chapter 15: Overview 161
Assessment for each unit 161
Key knowledge/key skills 162
Year 11 and Year 12 links 162
Key vocabulary 163
Chapter 16: Understanding
persuasive language
165
Elements of persuasive language
165
What is a media issue? 166
Audience and purpose 167
Chapter 17: Media texts
168
Newspapers 169
Tabloids and broadsheets 169
Newspaper text types 169
Positions of articles 170
Headlines 170
Front-page stories 172
Feature articles 175
Editorials 176
Opinion pieces 178
Insight • English for Year 11
© Insight Publications 2010
180
Chapter 20: A point of view
on an issue 212
181
Understanding an issue 213
Steps for researching an issue 213
Different points of view 214
What is a ‘reasoned point of view?’ 214
Letters to the editor 179
Cartoons Photographs Chapter 18: Persuasive techniques
183
Persuasive language 183
Main contention 184
Alliteration 185
Attacks 185
Clichés 186
Colour 187
Connotations 188
Emotional appeals 189
Emotive language 193
Evidence 194
Generalisation 195
Inclusive language 196
Metaphor 197
Overstatement/exaggeration/
hyperbole
Other resources
197
Chapter 21: Examination Puns 198
Format of the exam 227
Reason and logic 199
Area of Study 1
228
Repetition 200
Area of Study 2
229
Rhetorical questions 200
Area of Study 3
229
Tone 201
Timing in the exam 230
Voice: active and passive 202
Revising for your exam 230
Chapter 19: Language analysis 203
Steps in language analysis 203
Sample language analysis 206
Using effective words and phrases 208
Tips for oral presentation 210
Analyse a segment from a
non-print media text
211
Example of a reasoned point of view 216
Issue: Recycled water 217
News article 219
Charts, graphs, maps and tables 220
Editoral 221
Letters 221
Sample point of view 222
Assessment sheet: Language analysis 225
Assessment sheet: A reasoned
point of view 226
227
Authors & contributors
231
Acknowledgements
233
What’s on the CD-ROM?
234
Insight • English for Year 11
© Insight Publications 2010
v
CD-ROM
What’s on the CD-ROM? *
Area of Study 1:
Reading & Responding
I Articles on over 30 texts: novels, short
stories, plays, films, autobiography
Area of Study 3: Using
Language to Persuade
Chapter 17: Media texts
I A full front page from each of The Age
and a local paper.
I Sample student essays for class
discussion.
Area of Study 2:
Creating & Presenting
Chapter 20: A point of view on
an issue
I Audience, purpose and text type
I University fees with sample newspaper
texts and activities
Chapter 9: Australian identity
I Unit 1: supporting texts
I Unit 2: Australia’s changing identity:
flow chart for developing the theme plus
supporting texts ready to print.
Chapter 10: Family and society
I Unit 1: supporting texts
I Unit 2: suggested texts.
Chapter 11: Future worlds
I Unit 1: supporting texts and articles
I Unit 2: fully developed unit with supporting
text articles.
I Recycling water: extra article – ‘Water
recycling backed’ and letter to the editor.
Notes for teachers
I Guidelines and ideas for developing the
Context ‘Exploring and presenting themes
or ideas’ with flow charts and notes for the
development of three themes: different
realities; growing up; surviving conflict.
* All items ready to print.
Chapter 12: Exploring technology
& communication
I Supporting texts.
Chapter 14: Resources for writing
& creating
I Student writing: ‘Lollies’
I Annotated opinion piece.
vi
Insight • English for Year 11
© Insight Publications 2010
Area of Study 1
Reading & Responding
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
© Insight Publications 2010
Overview
Novels & short stories
Drama
Films
Biography & autobiography
Poetry
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Area of Study 1: Reading and Responding
Contents of CD-ROM
I Stolen
I A Streetcar Named Desire
I The Divine Wind
I About A Boy
I The Dons
I Blade Runner
I The Longest Memory
I Bowling for Columbine
I The Matrix
I Boys of Blood and Bone
I The Patron Saint of Eels
I Cat’s Eye
I The Running Man
I First They Killed My Father
I The Shark Net
I Fly Away Peter
I The Simpsons
I Gattaca
I The Things They Carried
I Kath and Kim
I The Truman Show
I Macbeth
I Triage
I Maestro
I V for Vendetta
I Maus (The Complete Maus)
I Wag the Dog
I Minimum of Two
I We Can Be Heroes
I Montana 1948
I Napoleon Dynamite
I Night
I Njunjul the Sun
I Only the Heart
I Othello
I Phone Booth
I Pride and Prejudice
I Rabbit-Proof Fence
I Sparring with Shadows
© Insight Publications 2010
1
Chapter
Area of Study 1: Overview
Reading & Responding
The essentials
fYou read and study one set text in each unit.
fYou respond to the set text either in an analytical essay or in an
oral presentation.
fYou need to understand the techniques used to construct the text.
fYou need to understand the characters, ideas, themes and values
presented in the text.
fYou need to use appropriate ‘metalanguage’ to discuss texts.
Metalanguage simply means the language that we use to talk about
de finition
language. We use metalanguage when we respond to texts and use terms
such as style and plot.
Assessment for each unit
What is assessed?
How is it assessed?
NA
A written response or an oral
presentation
present
ation on a text set by
your school.
NYour
Your teacher will decide whether
your response is written or oral.
NYour
Your grades are based on how
well you demonstrate the key
knowledge and skills.
(See next page.)
NThe
The total mark for text responses
will be approximately one third of
your English mark.
See pp.67– 8 for
sample assessment
sheets.
Area of Study 1: Reading & Responding
© Insight Publications 2010
Chapter 1 Overview
Key knowledge/Key skills
What you need to know
What you need to be able to do
The ideas, characters and themes
presented in the set text.
Discuss how ideas, characters and themes are presented in
the text.
The structures, features and
conventions used by the author.
Identify and analyse how structures, features and
conventions are used to convey meaning.
How to identify the author’s point of
view and values.
Identify and discuss values and ideas presented in a text.
Features of texts that affect how you
interpret a text’s meaning (e.g. use
of language, structure, setting).
Gather evidence from the text to support an interpretation
of its meaning.
Strategies and techniques for
responding to texts.
Use the appropriate strategies and techniques to construct,
present
esent a response.
edit and pr
Conventions for group and class
discussions.
Actively listen to the views of others and respond
appropriately to them during discussion.
The accepted rules of spelling,
punctuation and grammar of
Standard Australian English.
Use the accepted rules of spelling, punctuation and
grammar.
Year 11 and Year 12 compared
Units 1 & 2 (Year 11)
Units 3 & 4 (Year 12)
Set texts
NTwo
Two set texts: one for Unit 1 and one for
Unit 2.
NYour
Your school selects the texts.
Set texts
NTwo
Two set texts: one for Unit 3 and one for
Unit 4.
NYour
Your school selects two texts from Text List 1
published annually by the VCAA.
Outcome 1
Outcome 1
NFor Unit 1: a response that identifies and
discusses key aspects of a set text.
NFor Unit 2: a response that discusses and
analyses how texts convey ways of thinking
about characters, ideas and themes.
NFor Unit 3: a response that analyses how a text
constructs meaning, conveys ideas and values,
and is open to a range of interpretations.
NFor Unit 4: a written response that develops and
justifies a detailed interpretation of a text.
Written or oral
NText
Text responses for Outcome 1 in each unit
can be written or oral.
NYour
Your school decides whether any text response
can be presented orally.
Written or oral
NThe
The text response for Outcome 1 in Unit 3
can be written or oral.
NThe
The text response for Outcome 1 in Unit 4
must be written.
written.
No VCAA exam for Year 11
NYour school will probably set end-of-unit
exams which include a text response question.
One end-of-year exam set by VCAA
NThree-hour exam covering all Areas of Study.
NOne third of the marks are allocated to a
written text response on one of the set texts.
Insight • English for Year 11
© Insight Publications 2010
Chapter 1 Overview
Taking notes
It is important that you take your own detailed notes as you are studying a
text. As well as being an invaluable part of preparation for writing essays,
note-taking is extremely helpful in developing your understanding of the text.
You may feel that you understand the role of a character or what the author
is saying about a particular value. However, to make sure that your ideas are
clear you need to put your understanding into words.
Strategies for taking notes
Here are three strategies for taking notes as you are studying a text.
I
Write notes in the margins of your text to remind you of important:
; stages in the plot
; aspects of character development
; passages that develop particular themes and ideas.
I
Make a list of key quotations for each main character and for each
main idea or theme.
I
Write a paragraph or a list of key points about each main character
including:
; their
main attributes
; any important changes in their attitudes, beliefs or personality traits
; features of their most important relationships.
Activities to help with note-taking
The following five chapters cover different genres, and each includes
activities designed to suit any text in the genre. The activity questions help
you to create notes on your text which:
I
develop your understanding of the text
I
improve your skill at writing about features of a text
I
allow you to build a resource on key elements of the text that you can
refer to when writing essays or preparing for an exam.
Using summary sheets
An effective way of summarising a lot of information about a text is to
create a summary sheet. Examples of the main headings and information
you should include for each of the main types of texts are shown on the
following page. You can write up the summary sheets in your workbook or
type them up on your computer.
Area of Study 1: Reading & Responding
© Insight Publications 2010
Chapter 1 Overview
Headings for a summary sheet
The headings below are appropriate for a summary sheet for a novel or short
story, play or nonfiction text. They can easily be adapted to suit poetry and
non-print texts (film or television).
Title:
For a non-print text,
you will need several
headings instead of
‘author’. Use:
v Director
v Screenplay writer/s
v Music composer/s
v Cast (lead roles
only)
I For a short story, give the title of the story and the title of the
collection in which it appears.
Author:
I For a play, use ‘playwright’ instead of ‘author’.
Genre:
I Indicate whether the text is a novel or short story, play (tragedy or
comedy?), biography or autobiography, etc.
I For a film, the genre might be drama, comedy, thriller, science-fiction, etc.
Setting:
I State where most of the action is set: e.g. town or city.
I List any other significant places referred to.
I Indicate time period.
I For a short story, indicate whether other stories in the collection use
similar or distinctly different settings.
Narrative viewpoint:
I Use only for novels and short stories.
For a poem, your
summary sheet’s main
headings could be:
v Title
v Poet
v Form
v Images (give
examples and
indicate how
images are created;
e.g. metaphor)
v Ideas, themes and
values
I Identify the narrative viewpoint (e.g. first person or third person).
Plot summary:
I For a nonfiction text, use Main Events as the heading.
I List up to ten main events. Use brief dot points.
Characters:
I Name main characters. Give five key words and two quotations for each.
I Name minor characters. Give two to four key words and a key
quotation for each.
I For a short story, you will list fewer characters and key words/
quotations. Also note whether similar types of characters are used in a
number of stories in the collection.
Ideas, themes and values explored:
I Indicate any central ideas that run through the text and whether the
text conveys a viewpoint about certain values.
I For a short story, indicate whether other stories in the collection
explore similar ideas, themes and values.
Insight • English for Year 11
© Insight Publications 2010