Course Booklet 2015

DAPTO HIGH SCHOOL
ENGLISH DEPARTMENT
YEAR 12
STANDARD ENGLISH
Course Booklet
2015 HSC
CONTENTS PAGE
Introduction
HSC course overview
HSC course requirements
Standard English outcomes
5-9
Area of Study Discovery
10
Module A Experience Through Language Elective 2: Distinctively Visual
11
Module B Close Study of Text Wilfred Owen
11
Module C Texts and Society Elective 2: Exploring Transitions
11
Assessment schedule & weightings
12-13
Assessment tasks & reflection sheets
14- 25
Text Types
25
Glossary of Terms
2630
Common Techniques
30 40
Introduction
In English we aim to help you set challenging and realistic goals that will allow you to achieve excellence in your
academic studies. To do this, you will need to consider your personal expectations and goals in regard to your
Standard English Course. We encourage you to discuss these with your support team of parents, caregivers, year
advisors, the careers advisor, learning partners and especially your classroom teacher.
We believe that expectations are high when teachers and students communicate the expectation that all members of
the class can learn important knowledge and skills that are challenging for them. Students are encouraged and
recognized for taking conceptual or other risks in learning. Expectations are also high when students at all levels are
expected, and try to master challenging work whether the challenge is intellectual or performance based.
Throughout your HSC course, your English teacher will reinforce the strategies you were introduced to in the
Preliminary Course such as time management, learning techniques and smart study practices to ensure your goals
are met. The most successful students have a schedule/timetable that allows them to play sport, work their part
time jobs, go out and spend time with family and friends as well as complete homework and study. Reading set
texts can be time consuming. Establish a regular reading routine at home for completing novels and texts for other
subjects too. Reading for 30 minutes each night can make a huge difference. If you set goals and plan to achieve
them, this challenging HSC year will be very rewarding
This booklet is an overview of the HSC Standard English course and should be read thoroughly and referred to
often. It is a document to consult when you need detailed information about the subject outcomes, module rubrics
and information about assessment tasks.
You will complete six assessment tasks for this course. The final one will be the Trial HSC comprising of two x 2
hours exams. Paper One is on the Area of Study 40% and Paper Two examines the three modules 60%. Familiarise
yourself with the assessment tasks published in this booklet and ensure you complete the reflection sheets
thoughtfully and set achievable, yet challenging goals. NB There will be no half-yearly exam in English.
Teachers and parents expect you to be working independently at attaining a positive result for the HSC and,
undoubtedly, you expect much of yourself too. It is important that you rise to the challenges that Year 12 will provide
and achieve your personal best.
Tina Seckold
Head Teacher English
Dapto High School
2015 STANDARD ENGLISH

COURSE OVERVIEW
Module C: Texts and Society

Elective 2: Exploring Transitions
Set text: The Story of Tom
Brennan
Author: JC Burke
Prose Fiction
Media Module B: Close Study of Text
Set text: Poetry collection
Author: Wilfred Owen
Poetry
Area of Study: Discovery
Set text: Go back to where you came from SE1, E1,2,3
and the response
Director: Ivan OMahoney
Non fiction
Module A: Experience Through Language
Elective 2: Distinctively Visual
Set text: The Shoe Horn Sonata
Playwright: John Misto
Drama
HSC English Course Requirements

Study of texts prescribed in any course for the Higher School Certificate examination may not begin before the
completion of the Preliminary course. This exclusion applies to study in all English Preliminary courses and to
Preliminary courses in other subjects such as Drama. It also applies to the study of a prescribed text in another
medium, such as the film of a novel. Study of texts does not apply to attending performances during the Preliminary
course of plays prescribed as HSC texts or to taking part in production of them.
HSC English (Standard) Course Requirements
Text Requirements:
the close study of at least FOUR TYPES OF PRESCRIBED TEXT, one drawn from EACH of the following
categories:
prose fiction
drama
poetry
nonfiction or film 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.
Section1
Section 2
Content common to the Standard and Advanced
Modules which emphasise particular aspects of shaping
Courses where students analyse and explore texts
meaning and demonstration of the effectiveness of texts for
and apply skills in synthesis.
different audiences and purposes.
The HSC Common Content consists of one Area of Students are required to choose one elective from each of
Study common to the HSC Standard and Advanced Modules A, B
courses.
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.
Standard Outcomes
1. A student demonstrates understanding of how relationships between composer, responder, text and context
shape meaning.
2. A student demonstrates understanding of the relationships among texts.
3. A student develops language relevant to the study of English.
4. A student describes and analyses the ways that language forms and features, and structures of texts shape
meaning and influence responses.
5. A student analyses the effect of technology and medium on meaning.
6. A student engages with the details of text in order to respond critically and personally.
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.
8. A student articulates and represents own ideas in critical, interpretive and imaginative texts from a range of
perspectives.
9. A student assesses the appropriateness of a range of processes and technologies in the investigation and
organisation of information and ideas.
10. A student analyses and synthesizes information and ideas into sustained and logical argument for a range of
purposes and audiences.
11. A student draws upon the imagination to transform experience and ideas into text, demonstrating control of
language.
12. A student reflects on own processes of responding and composing.
13. A student reflects on own processes of learning
Area of Study and Texts for the Common Content of Standard and Advanced Courses
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 individuals 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 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 composers 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.
MODULE A: Experience through Language

This module requires students to explore the uses of a particular aspect of language. It develops students
awareness of language and helps them understand how our perceptions of and relationships with others and the
world are shaped in written, spoken and visual language (Reread English Stage 6 Syllabus, p 30.)
Elective 2: Distinctively Visual

In their responding and composing students explore the ways the images we see and/or visualise in texts are
created. Students consider how the forms and language of different texts create these images, affect interpretation
and shape meaning. Students examine one prescribed text, in addition to other texts providing examples of the
distinctively visual. Students will choose one of the following texts as the basis for their further exploration of the
elective, Distinctively Visual.
MODULE B: Close Study of Text

This module requires students to engage in detailed analysis of a text. It develops students understanding of
how the ideas, forms and language of a text interact within the text and may affect those responding to it (Reread
English Stage 6 Syllabus, pp 3031.)
MODULE C: Texts and Society

This module requires students to explore and analyse texts used in a specific situation. It assists students
understanding of the ways that texts communicate information, ideas, and bodies of knowledge, attitudes and belief
systems in ways particular to specific areas of society.
Elective 2: Exploring Transitions

In this elective students explore a variety of texts that deal with aspects of growing up or transition into new phases
of life and a broader world. People encounter different experiences and respond to them individually. These
personal experiences may result in growth, change or other consequences. Students respond to and compose a
range of texts that illustrate different pathways into new experiences. They examine the features of texts that
shape our knowledge, attitudes and beliefs about individuals venturing into new experience
COURSE CONTENT
FOCUS
OUTCOMES
TASKS
LANGUAGE MODES
AoS
MOD.
MOD.
MOD
LISTENING
SPEAKING
READING
WRITING
VIEWING/
REPRESENTING
TOTAL
Composing
& Reflecting
11, 12, 13
(AoS)
2, 3, 6, 8
Essay
& 10
(AoS)
1, 4, 5, 7,
Representation
&9
(A)
1, 4, 8, 10
Speech
& 12
(B)
10%
15%
10%
10%
10%
5%
15%
15%
15%
15%
15%
15%
15%
3, 4, 5, 9
& 13
Listening
15%
15%
(C)
1-13
#6
15%
15%
5%
5%
5%
40%
20%
20%
20%
15%
15%
25%
30%
30%
Trial HSC
6 Tasks
15%
15%
15%
100%
Dapto High School English Department

HSC Standard English
Assessment Task 1
Module C: Texts and Society: Exploring Transitions
Weighting: 15%
Mode: Listening
Outcomes: 3, 4, 5, 9&13
Task Instructions:
You will be required to submit a published draft a week prior to the submission date.
You will also be required to submit your completed ALARM matrix with your draft.
Question: Transitions into new phases of life can lead to growth and a shift in attitudes and beliefs.
Discuss in relation to your set text, one piece of related material of your own choosing and the text presented
on the day.
Achievement
A student shows a:
Highly developed understanding of how textual features shape meaning in context
A
85-100
Skillful reflection of the different ways that texts communicate information, ideas, bodies
of knowledge, attitudes and belief systems
Thoughtful reflection and insightful use of drafting and conferencing process
Well- developed understanding of how textual features shape meaning in context
B
70-84
Mature reflection of the different ways that texts communicate information, ideas, bodies of
knowledge, attitudes and belief systems
Developing understanding of how textual features shape meaning in context
C
55-69
Reflection on the different ways that texts communicate information, ideas, bodies of
Sound reflection and insightful use of drafting and conferencing process
Some understanding of how textual features shape meaning in context
D
40-54
Limited reflection of the different ways that texts communicate information, ideas, bodies of
Some reflection and insightful use of drafting and conferencing process
No/little understanding of how textual features shape meaning in context
E
0-39
Little/no reflection of the different ways that texts communicate information, ideas, bodies of
Ineffective assessment of the most appropriate technologies and processes for presenting ideas
Limited reflection and insightful use of drafting and conferencing process
No attempt
Non serious attempt
Feedback:
Task Reflection Sheet

Module C: Listening and Viewing
Number of lesson absent for this module:
I know the rubric of this module Y/N
I prepared for this assessment task by:
Revising the content of my set text
Revising how the techniques are used in my set text to convey ideas about Exploring Transitions
Practicing through drafting how to organise and write an essay introduction
Practicing through drafting how to organise and write topic sentences for the body paragraphs
Practicing through drafting how to organise the information in the paragraphs
Practicing through drafting how to organise and write an essay conclusion
Handing in drafts for teacher feedback
My achievements for this task include:
I can improve in this module by:
I learnt the following from my peers during this module:
The teacher could help me by:
Parent Signature:

HSC and Standard English
Assessment Task 3
Go back to where you came from
Ivan OMahoney
Weighting: 10%
Mode: Writing
Outcomes: 11, 12, 13
Task Instructions:
You are to compose a narrative exploring the concept of discovery between 750-1000 words in length.
Your composition must be word processed.
Your composition needs to be inspired by a visual image (photo, painting, icon) you have uncovered in your studies. This
image MUST be submitted with your response.
Achievement
A student shows a:
Highly developed composing skills; polished final copy
A
85-100
Highly imaginative narrative/representation of Discovery

Developed composing skills; mostly polished final copy
B
70-84
Imaginative narrative/representation of Discovery

Reflective use of drafting and conferencing process
Developing composing skills; drafts and final copy
C
55-69
Sound narrative/representation of Discovery

Sound use of drafting and conferencing process
Variable composing skills; some planning and some problems final copy
D
40-54
A narrative/representation of Discovery
Some of drafting and conferencing process
Undeveloped composing skills evident
E
0-39
Conventions of chosen text types not evident or poorly employed

Ineffectual representation of Discovery
No attempt
Non serious attempt
Feedback:
Area of Study: Writing
Number of lessons absent for this module:

In my response, I showed I understood:
Narrative structure orientation, complication and resolution
Narrative styles such as linear, woven and circular
How to effectively use a variety of narrative techniques
How to construct an idea based on the idea of Discovery
What narratives did you read in preparation for this task?
I need to improve in the following areas:
I can do this by:
Parent Signature:

Assessment Task 4
Go back to where you came from Ivan OMahoney
Weighting: 15%
Mode: Writing
Outcomes: 2, 3, 6, 8, 10
Task Instructions:
This task will be completed in class.
Question:
An individuals reaction with others and the world around them can result in positive or negative experiences of discovery?
Discuss this view with detailed reference to your prescribed text and ONE other related text of your own choosing.
Length: 750 1000 words
Achievement
A student shows a:
A
85-100
of knowledge, attitudes and belief systems surrounding the concept of discovery
Highly developed organization of ideas and essay structure
Well- developed understanding of how textual features shape meaning in context
B
70-84
knowledge, attitudes and belief systems surrounding the concept of discovery
Effective organization of ideas and essay structure
Developing understanding of how textual features shape meaning in context
C
55-69
Developing an organization of ideas and essay structure
Some understanding of how textual features shape meaning in context
D
40-54
Some evidence of an organization of ideas and essay structure
No/little understanding of how textual features shape meaning in context
E
0-39
Little/no reflection of the different ways that texts communicate information, ideas, bodies of
No/little evidence of organization of ideas and essay structure
No attempt
Non serious attempt
Feedback:

Area of Study: Writing
I prepared for this task by:

Finding my own pieces of related material that I was confident and familiar with
Revising the content of my related materials
Revising how the techniques are used in my set text to convey ideas about discovery
Revising how the techniques are used in my set text to convey ideas about discovery
Parent Signature:

Assessment Task 2
Module B: Close Study of Text: Wilfred Owen

Weighting: 15%
Mode: Speaking
Outcomes: 1, 4, 8, 10 & 12
Length: 4 6 minutes
Task Instructions:
You will be required to submit a published draft of your speech transcript a week prior to the submission date.
Question:
How are Wilfred Owens ideas expressed through poetic forms and features? Discuss with close reference to at least three
poems.
In a speech to your peers, you are to use the above excerpt as a starting point for a discussion on the key aspects of the
novel. Your speech needs to refer to features such as themes, techniques, symbols, characters, setting, narrative structure
and language.
Achievement
A student shows a:
A
85-100
of knowledge, attitudes and belief systems surrounding the concepts of the text
Well-developed understanding of how textual features shape meaning in context
B
70-84
Highly developed organization of ideas and essay structure
knowledge, attitudes and belief systems surrounding the concepts of the text
Effective
organization
of ideas
andtextual
essay structure
Developing
understanding
of how
features shape meaning in context
C
55-69
Developing
an organization
ideas features
and essay
structure
Some
understanding
of howof
textual
shape
meaning in context
D
40-54
Some
evidence
of an organization
of ideas
and essay
Limited
understanding
of how textual
features
shapestructure
meaning in context
E
0-39
knowledge, attitudes and belief systems surrounding the concept the text
No/little evidence of organization of ideas and essay structure
No attempt
Non serious attempt
Time:
Feedback:

Module B: Speaking
Number of lesson absent for this module: ______________________________________________________________________
____________
My achievements for this unit/task are:
I can improve by:
I learnt the following from my peers during this unit/task:
The teacher could improve the unit by:
Parent Signature:

Assessment Task 5
Module A: Experience through Language The Shoehorn Sonata
Weighting: 15%
Mode: Viewing and Representing
Outcomes: 1,4,5,7,9
Question:
How are people and their experiences brought to life through the distinctively visual?
In your response, make a detailed reference to your set text and at least one other related text of your own choosing.
Length: 750 1000 words
Achievement
A
85-100
A student shows a:
A sophisticated response representation of the module and elective

Highly developed understanding of the ways that language forms and features, and
structures of texts shape meaning in the set text and related material
Sophisticated analysis of how a composer communicates ideas to their audience
A well-developed response representation of the module and elective
Developed understanding of the ways that language forms and features, and structures of texts
shape meaning in the set text and related material
70-84
Clear analysis of how a composer communicates ideas to their audience

A developed response representation of the module and elective
C
55-69
A sound understanding of the ways that language forms and features, and structures of texts
shape meaning in the set text and related material
Analysis of how a composer communicates ideas to their audience
A variable response representation of the module and elective
D
40-54
Some understanding of the ways that language forms and features, and structures of texts
shape
meaning in the set text and related material
E
0-39
variable
understanding
of howof
a the
composer
A poor
response
representation
modulecommunicates
and elective ideas to their audience
Little or no understanding of the ways that language forms and features, and structures
of texts shape meaning in the set text and related material
A poor understanding of how a composer communicates ideas to their audience
No attempt
Non serious attempt
Feedback:

Module A : Writing
I prepared for this task by:

Finding my own pieces of related material that I was confident and familiar with
Revising the content of my related materials
Revising how the techniques are used in my set text to convey ideas about distinctively visual
Revising how the techniques are used in my set text to convey ideas about distinctively visual
Parent Signature:
Trial Exam
My achievements for AOS Section 1 include:

Section1:
Section2:
Section3:
My achievements for Module A include:

Module A:
My achievements for Module B include:

Module B:
My achievements for Module C include:

Module C:
I learnt the following from the experience of sitting the Trial HSC:
Text Types
Literary (relating to imaginative texts)
Literary Description
Literary Recount
Narrative
Observation
Personal Response
Review
Factual (relating to a non-fiction)

Discussion
Explanation
Exposition
Factual Description
Factual Recount
Information Report
Procedure
Procedural Recount
Purposes and Audiences of Texts
Specific age
groups
Similar life
experiences
Groups that share

knowledge of a
subject
Who are the

AUDIENCES
of texts?
Groups with
similar cultural
backgrounds
Groups with
similar
expectations
Specific
interest
groups
To explain
To inform
To request
To argue
What are the

PURPOSES
of texts?
To describe
To persuade
To entertain
To respond
Glossary Of Terms
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 learning An interactive approach to teamwork that enables students to 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:
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.
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 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 ones own understanding.
language forms and features The symbolic patterns and conventions that shape meaning in texts.
These vary according to the particular mode or medium of production of each text.
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, Australias 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 through texts This expression implies that meaning variously
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 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 texts The relationships of the different parts of a text to each other 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.
Common Language Techniques for Stage 6
Account
Account for: state reasons for, report on. Give an account of; narrate a series of events or transaction
Allegory
Al-le-gree
A narrative (story) where it is easy to apply the story to another group of characters.
Alliteration
a-LIT-er-AY-shun
Repetition of a consonant (not a vowel)

Allusion
A-LOO-zhun
Use of a reference to another story or text, either directly or by implication (suggestion).

Ambiguity Am-big-YOU-i-ty
When there is more than one possible meaning.
Anachronism An-NAK-kron-is-m
Inclusion of a person, place or thing that did not exist in the time in which the story is set.
Analyse
Identify components and the relationship between them; draw out and relate implications
Antagonist An-TAG-on-ist
Traditionally defined as an opponent.
Antonym
Opposite of a word
Analogy
Partial similarity on which a comparison may be based
Apply
Use, utilise, employ in a particular situation
Appreciate
Make a judgment about the value of
Appropriation
a-PROH-pree-AY-shun
Taking over or possessing something for personal use. We all do it all the time when were asked to
write a composition and we have no new ideas. We use a story we already know and change the
details to suit ourselves.
Argument
Statement or fact used to support a point of view
Assess
Make a judgment of value, quality, outcomes, results or size
Assonance ASS-on-ence
Repetition of a vowel (as opposed to a consonant) sound in words with close connection.
Atmosphere AT-mos-FEAR
The mood, tone or feeling created by a particular place or scene. It is a function of setting.
Bathos
BAY-thoss
When the climax of a narrative is not only disappointing and not what we expect.
Bias BUY-as
Prejudice. A one-sided view of an issue.
Caricature
Exaggeration of certain features to represent a certain character
Calculate
Ascertain/determine from given facts, figures or information
Characterisation KAR-ak-ter-eye-SAY-shun
The way in which a character is created and developed during a text.
Clarify
Make clear or plain
Classify
Arrange or include in classes/categories
Clich KLEE-shay
A phrase or expression which was once novel, vivid and exciting, but which has been used SO often
that it lacks real meaning.
Climax
High point of the story
Collage Coll-ARZH
A visual text that is a combination of pictures and different textures based on a single theme or idea.
Colloquial Language KOL-LOHK-quee-al LANG-gwidge
Words and phrases that belong to everyday speech and conversation.
Compare
Show how things are similar or different
Composer KOM-POHS-er
Get used to talking about this person!! Its the new jargon and refers to the person who has created a
text.
Composite Text KOM-pos-it
Pint Media Terminology.
All the bits that make up a newspaper or magazine page.
Concept KON-SEPT
A thought or idea that often involves a number of issues or aspects.
Construct
Make; build; put together items or arguments
Content
Refers to what surround the word; that is, the rest of the sentence of paragraph
Connotation KON-na-TAY-shon
The feelings, emotions, subtleties suggested by a word or phrases, as opposed to the word itself.
The extra meanings that we, as readers and receivers of texts apply to words.
Construct
Make; build; put together items or arguments
Contrast
Show how things are different or opposite
Context KON-tekst
The circumstances (historical, social, cultural) or facts that surround a particular situation, event, text.
Critical thinking
Refers to the ability to pull a text apart to see HOW it was created or put together. You can then
work out HOW WELL it was done and comment on the really good features and not-so-good parts.
Deconstruction DEE-kon-STRUK-shon
The breaking down and analysis of a text.
Deduce
Draw conclusions
Define
State meaning and identify essential qualities
Demonstrate
Show by example
Denotation
DEE-note-AY-shun
The dictionary definition of a word, without the extra meanings, feelings and experiences we may add
to it.
Describe
Provide characteristics and features.
Dialogue DYE-a-log
Originally, a conversation between two people (Di = two). It is now common to define dialogue as a
conversation between two or more people, usually characters in a novel, play, film, etc.
Discuss
Identify issues and provide points for an/or against
Distinguish
Recognise or note/indicate as being distinct or different from; to note differences
between
Emotive Language Ee-MOHT-ive LANG-gwidge
Language specifically chosen to evoke an emotional response from the reader/listener.
Empathy EMM-path-ee
The state of being able to FEEL the emotions of another. Being able to connect with the spirit of
another individual or group.
Enjambment
ON-Jom-on
Poetry terminology.
You know how the comma or full stop is not always at the end of the line and the line runs straight
into the next one? Like a sentence in two or three lines? That running over to the next line is called
enjambment. Not a word thats used very often.
Euphemism YOU-fem-is-m
An expression used to avoid directly saying something distasteful, unpleasant or confronting.
Evaluate
Make a judgement based on criteria; determine the value of
Examine
Inquire into
Explain
Relate cause and effect; make the relationship between things evident; provide why
and/or how
Explicit Eks-PLISS-it
Clearly stated; leaving nothing to guesswork or the imagination.
Extract
Choose relevant and/or appropriate details
Extrapolate Infer from what is known
Figure of Speech FIGG-ers of SPEECH
The devices used by writers to convey more meaning and create better images than ordinary
language can convey. Goes beyond merely exploiting the connotations of words.
Focus
Common thread woven throughout a story or text to convey a clear message
Foreshadowing For-SHADD-oh-ing
Basically, this means to give us (the reader/viewer) a hint of what is to come.
Formal Language FOR-mal LANG-gwidge
The most acceptable level of language. DOES NOT include slang, colloquial expressions,
contractions and most jargon.
Focus
Common thread woven throughout a story or text to convey a clear message
Homonym
Words that sounds the same as another word but has a different meaning, for example
pale (ashen) and pail (bucket)
Hyperbole
Use of exaggeration in writing to achieve a particular effect
Icon
Someone famous who has become a symbol for a movement or some sort of activity
Identify
Recognise and name
Idiom IDD-ee-um
An expression or way of speaking which is peculiar to a language (or geographic area for a language
as widespread as English). Local people understand it to mean something other than its literal
translation.
Imagery IMM-adge-er-ee
The picture or image created in our imagination by a writers choice of words.
Implicit Imm-PLISS-it
Suggested, rather than clearly stated. When something is implicit, it is often something that is
UNDERSTOOD, rather than said outright.
Intended Audience
The person or group for whom a work was created
Interpret
Draw meaning from
Irony
Contradiction in terms; where literal meaning is the opposite of what is intended
Intertextuality IN-ter-TEKST-you-AL-ee-tee
The relationship between texts.
Investigate
Plan, inquire into and draw conclusions about
Jargon JAR-gun
Language that is particular to a group in society.
Justify
Support an argument or conclusion
Juxtaposition
JUKS-ta-pos-SISH-on
The placement of two images (usually fairly similar, but with some differences) next to each other or
in close proximity so that the differences become really obvious.
Literacy Technique
Means of enhancing a text, for example through the use of simile, personification or
analogy
Marginalised Character
Character that has very little voice (in a text)
Meaning
Basically, what we (the responder) get from a text be it a novel or a word; a film or a photograph.
Medium MEED-ee-um
Literally means the middle. In communication, there is the sender, the receiver and medium,
through which the message is sent.
Metaphor METT-uh-four
A comparative figure of speech.
A comparison between UNLIKE things that goes further than a simile does. A simile says that one
thing is LIKE another. A metaphor states that one thing IS another. This is a very strong and
powerful comparison.
Metaphorical Language Mett-uh-FO-ree-kle
Monologue MONN-o-log
An oral piece (be it a speech, comic or dramatic sketch, or a poem) intended to be presented by only
one person.
Mood
The feeling or atmosphere of a setting or the text itself.
Multiple readings
The variety of different meanings, interpretations or meanings that can be given to a text.
Narrator Nar-RAYT-er
The person or voice who tells the story.
When studying narratives, it is usual to talk about the voice. There are two main voices: First
Person and Third Person.
Objective
Ob-JEK-tiv
Be definition, being objective is when you are not personally involved and have distanced yourself
from your emotions to describe a situation in a factual and reasonable manner.
Onomatopoeia
ON-oh-MAT-a-PEE-ya
A component of figurative language.

Where the SOUND of a word is the same as its MEANING.
Orientation
The beginning or introduction to characters and settings
Outline
Sketch in general terms; indicate the main feature of
Oxymoron
Combination of words that are,
Paradox
A seemingly contradictory statement that contains a truth or opinion.
Parody PARR-o-dee
An imitation or mimicking of a text, especially using exaggeration to create humour.
Pathos PAY-thoss
The quality of a text that stimulates or evokes sympathy or pity in the responder.
Persona Per-SOH-nah
The voice or personality that a composer may adopt when creating a text. This is sometimes
different from the personality or attitudes of the composer her/himself.
Personification Per-SONN-if-ee-KAY-shon
When inanimate (non-living) objects or ideas are given human qualities.
Predict
Suggest what may happen based on available information
Propose
Put forward (e.g. a point of view, idea, argument, suggestion) for consideration or
action
Pun
A play on words.
A pun is dependent upon two words sounding similar, or there being two meanings for the same
word.
Quote
Exact words spoken or written by someone
Reader Positioning
How a reader/viewer/listener is encouraged to agree with a particular set of beliefs, attitudes or ideas
about the subject of a text.
Recall
Present remembered ideas, facts or experiences
Recommend
Provide reasons in favour
Recount
Retell a series of events
Reader Response
This is a theory that claims that the meaning of a text is provided by the reader, as opposed to the
specific words on the page or in the film, etc.
Register REJ-jist-uh
Register is the language a composer uses as a result of his/her consideration of pupose, audience
and format.
Resolution
The end of the story that accounts for the conflict and complications in the plot and
can include a twist or unexpected conclusion
Rhetorical Question
A question asked, usually in a speech or oral presentation, for which no answer is expected. In fact, it
is expected that EVERYONE will agree with only one possible answer and will agree with the point
being made by the speaker.
Rhyme
Words that sound the same
Sarcasm SAR-Kas-m
Can be very amusing to others who are not being attacked, although there is often a sense of
discomfort because its not a nice thing.
Satire Sat-IRE
A text that ridicules (has a go at) human beings (the weaknesses, hypocrisies and failings of both
individuals and society as a whole) with the intention of bringing about change.
Simile SIMM-ill-ee
A person or object is said to be LIKE another, or qualities of the person or object are compared to
another.
Slang
Slang is language that is common or distinctive to a particular social group.
Soliloquy Sol-LILL-o-quee
A short speech by a character in a play, where he/she relates the thoughts and ideas (often plans)
that are going through his/her head.
Stereotypes STAIR-ree-oh-TYPES
A standardised idea or concept, especially about people or groups of people.
A word (or two) that describes a group of people who may not be totally alike.
Structure
The way a text is organised.
Subjective
When an individuals personal attitudes, feelings or emotions are involved. It could be in the creation
or the response to a text.
Summarise
Express, concisely, the relevant details
Symbolism Simm-bol-IS-m
The use of symbols in the arts, including music and literature.
Summarise Express, concisely, the relevant details
Synthesis
Putting together various elements to make a whole
Text types
The name given to the basic scaffolds (building frames) that are common to most formats and texts.
Theme THEEM
Traditionally, the theme of a text was its central idea or argument. In other words, texts were
supposed to have a broad idea or issue that the composer was attempting to either teach the reader
or increase the readers awareness.
Tone
This is the attitude that the composer has towards what is being discussed or described and , by
extension, his/her attitude towards the responder (reader). It is the emotional colouring of the text.
Values
The ideas, principles or attitudes which a person or group believes to be important or consider to be
appropriate.
Vectors
VEK-ters
Graphics terminology.
Vectors are the lines in a photograph, painting or picture that draw the eye to a particular object or
person.
Vernacular Ver-NAK-yoo-lar
Language common to the people of a place.
Voice
Firstly, there is the voice or the narrator in a story. See Narrator for more details on this.
Secondly, and the can be more subtle, there is the sense of personality, intelligence or character
behind the voice of the narrator.
Others
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Notes

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DAPTO HIGH SCHOOL

HSC course overview

HSC course requirements

Standard English outcomes

Area of Study Discovery

Module A Experience Through Language Elective 2: Distinctively Visual

Module B Close Study of Text Wilfred Owen

Module C Texts and Society Elective 2: Exploring Transitions

Assessment schedule & weightings

Assessment tasks & reflection sheets

2015 STANDARD ENGLISH

Module C: Texts and Society

HSC English Course Requirements

nonfiction or film or media or multimedia texts

a wide range of additional related texts and textual forms

Content common to the Standard and Advanced

Modules which emphasise particular aspects of shaping

Courses where students analyse and explore texts

meaning and demonstration of the effectiveness of texts for

and apply skills in synthesis.

different audiences and purposes.

Students may study additional prescribed texts if they choose.

MODULE A: Experience through Language

Elective 2: Distinctively Visual

MODULE B: Close Study of Text

MODULE C: Texts and Society

Elective 2: Exploring Transitions

Dapto High School English Department

Task Reflection Sheet

My achievements for this task include:

I can improve in this module by:

I learnt the following from my peers during this module:

The teacher could help me by:

Dapto High School English Department

Highly imaginative narrative/representation of Discovery

Imaginative narrative/representation of Discovery

Sound narrative/representation of Discovery

Conventions of chosen text types not evident or poorly employed

Area of Study: Writing

Number of lessons absent for this module:

I know the rubric of this module Y/N

What narratives did you read in preparation for this task?

I need to improve in the following areas:

I can do this by:

I learnt the following from my peers during this module:

The teacher could help me by:

Dapto High School English Department

Task Reflection Sheet

I know the rubric of this module Y/N

I prepared for this task by:

My achievements for this task include:

I can improve in this module by:

I learnt the following from my peers during this module:

The teacher could help me by:

Dapto High School English Department

Module B: Close Study of Text: Wilfred Owen

Task Reflection Sheet

Number of lesson absent for this module: ______________________________________________________________________

My achievements for this unit/task are:

I need to improve in the following areas:

I can improve by:

I learnt the following from my peers during this unit/task:

The teacher could improve the unit by: