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Assessment 3: Multiliteracies Project

Overview:
The following outlines are a part of a VCE English Unit 2 AOS 2 unit on
analysing and presenting argument. For the purpose of this unit students
will study the relationship between games and the media. There will be a
focus on the power of games and the reception of gaming in the media. In
order to do this well students will first study gaming through a critical digital
literacy focus and then use this understanding to look at how argument is
presented. There is a dual focus in the unit on gaming and media and I
thought it would be more engaging then just looking at the representation of
games in the media alone. Through studying games through Beavis,
McNeice and OMaras curriculum and teaching dimension students will be
able to look beyond the game into the way it is contextualised and
constructed, giving them greater insight into the persuasive elements
already present in games to then study the representation of gaming in the
media (Beavis, OMara, & McNeice 2012). I have also decided to use this
model throughout the following lessons so that students, while still finding
pleasure and appreciation through the games, can detach themselves from
their personal opinion and look more critically upon the issue. The outlines
that will follow this statement take place at different stages throughout the
unit in order to present a more holistic view of what the unit would be like,
as the unit is around ten weeks in length. The first outline takes place
towards the beginning of the unit and is a part of a sequence that looks at
games as action (Beavis, OMara, & McNeice 2012). The second lesson
outline takes places during the second sequence of lessons, at the
beginning of the unit that looks at games as text (Beavis, OMara, &
McNeice 2012). The third and fourth outlines take place in about the second
half of the unit and are a part of the sequence that focuses on the cohesion
of the game study with developing student ability to detect and analyse
argument throughout the media in relation to the chosen issue, in this case
violence. In order to successfully complete this unit, students will complete
two assessment tasks that compliment each other. The first of which being a
persuasive text composed by the student discussing a game of their choice
from either a positive or negative viewpoint on its context and

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representation of/throughout society in a chosen mode (written, digital, oral)

to be completed outside of class and a comparative analysis essay of the
medias representation of games specific to an issue in society at the
current moment in time (i.e. representation of women, violence, societal
expectations etc.) for the purposes of this specific unit the medias
sensationalism in regards to gaming violence will be used, however the unit
could be directed at any issues chosen by the teacher. The comparative
analysis will be completed in class at the end of the ten-week unit and the
persuasive composition will be due approximately half way through the unit
when the study of gaming by itself has been completed. The reason I have
chosen to give two assessments in order to satisfactorily complete the unit
is so that students are exposed to a range of texts and so that they may
make a conscious decision about where their learning is going, promoting
greater engagement and motivation through the unit and so that they can
satisfy the key knowledge and skills for the outcome in various ways,
instead at having only one chance to show understanding. The outcome
students will have to meet by completing the two assessments by the end of
the unit is: On completion of this unit the student should be able to identify
and analyse how argument and persuasive language are used in text/s that
attempt to influence an audience, and create a text which presents a point
of view.

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Lesson Outlines:
Secondary Lesson Plan
Year Level & Subject: VCE Unit 2 English
Date:
Where this lesson fits within the unit: 2nd Week,
Lesson Duration: 100 Minutes (double)
Lesson 6&7
Topic/Focus: Games as Action: Design
VCE Key Knowledge and Skills:
Key Knowledge:

The features for analysis and creation of texts that present an argument: structure, conventions and

language, including relevant metalanguage

Goals and Outcomes:
Students will be able to:
Understand the role design plays in gaming
Apply this knowledge to various games and produce responses
Critique the way meaning is created in games through the design process
Create links between representations and context with the outside world and/or history (paratexts)
Recognise the persuasive elements used in promoting games for a particular audience
Summary of Resources Required:

YouTube clips (see appendix 1 for URLs (ABC Splash and Assassins Creed clips) (can access ABC Splash

one through ABC Splash or Scootle)

Still images (see appendix 2)
Lesson Procedure
Timing
Resources

Steps of the Lesson

Goals & Methods of

Evaluation

10 Mins

Opening:

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Debrief of what was learnt last lesson

Get students to get out their work on Games as Action
so they can apply it to todays lesson
Lesson Development:
As the previous lessons have worked on Games as
Action: Actions, Situations and Design, todays will
look at applying what they have learnt about Design
to the video game, Assassins Creed.
15 Mins

YouTube Clip (ABC)

Students will begin by watching an ABC splash video

Understand the role design

on the importance and narrative and the way it is

plays in gaming

presented
Students will then get into a think pair share and
discuss narrative in video games
Students will then discuss in the same pairs the role
design plays in the creation of narrative
In concluding this activity students will need to create
a concept map on one chosen game. This concept
map will need to explore narrative elements and
design elements present in games and show how the
two link (if they indeed link)

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This activity will be returned to at the end of

this sequence to see if student knowledge has
been expanded)
Apply this knowledge to

45 Mins

Selected still images

The class will then move on to looking at how

various games and produce

and their matching

narrative and design combine through looking at stills

responses

trailers (see

and relevant trailers of Assassins Creed. Students

Recognise the persuasive

Assassins creed

need to look at how these stills/trailers have been

elements used in promoting

clip)

devised in order to create a persuasive advertisement

games for a particular

while also thinking about what themes they present

audience

(i.e. power, violence etc.)

Critique the way meaning is

While looking at these the class will be asked

created in games through

questions about the impact of the design, how

the design process

effective it is, what other texts you can see (if any)

Create links between

and so on. The answers to these questions will inform

representations and context

a game of four corners

with the outside world

It is envisioned that through the development of

and/or history (paratexts)

the stills and the trailers, students will be able

to take more out of the image, and therefore,
the room will end up being more of one corner
rather than four
Apply this knowledge to

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At the end of this activity students will need to choose

various games and produce

one of the stills (all of which will be available to them

responses

through Google drive) and create a response in

Recognise the persuasive

regards to the design of the game present in the still

elements used in promoting

and what it represents, how is it persuasive and why?

games for a particular

audience
Critique the way meaning is
created in games through
the design process

10 Mins

Closure:
In closing the lesson their will be a debrief of all the
content covered and any questions students have will
be attempted to be answered.

Secondary Lesson Plan

Year Level & Subject: VCE Unit 2 English
Date:
rd
Where this lesson fits within the unit: 3 Week,
Lesson Duration: 100 Minutes (double)
Lesson 11 & 12
Topic/Focus: Games as Text: Knowledge about game
VCE Key Knowledge and Skills:
Key Knowledge:

The features of texts used by authors to position audiences

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The features for analysis and creation of texts that present an argument: structure, conventions and

language, including relevant metalanguage

Goals and Outcomes:
Students will be able to:

Use the knowledge attained through studying games as action to inform the way narrative

progresses through games

Critically view the game and produce an original opinion, not coloured by preconceptions
Create links between the game and the world around us
View inter-textuality in regards to similar narrative plot lines through a variety of games
Apply previous knowledge to judge the effectiveness of different design elements in producing an

alluring product
Summary of Resources Required:
YouTube clip (see appendix 1 for URL Assassins Creed Clip)
Lesson Procedure
Timing
Resources
Steps of the Lesson

Goals & Methods of

Evaluation

5 Mins

Opening:
Debrief of previous lesson, in particular what was
learnt about Knowledge about the game as this
lesson will work on applying that knowledge through
using Assassins Creed.
Lesson Development:
This class will run much the same as the other apply
your knowledge classes in that students will view the
same trailers and stills and apply their knowledge,

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both of the focus spectrum and the knowledge

obtained through the other spectrums, to evaluate
how they are being positioned and how games are
35 Mins

Electronic Device

indeed constructed.

Use the knowledge attained

For this lesson, students will need to choose one

through studying games as

Assassins Creed game; they are then to spend 10

action to inform the way

minutes researching the game and its synopsis. Once

narrative progresses

they have done this they will get in a group up with

through games

people (no more than four) who chose a different

View inter-textuality in

version and discuss each game.

regards to similar narrative

Students then need to create a chart that shows the

plot lines through a variety

similarities and differences between the chosen

of games

versions of the game

Through doing this students are encouraged to

see inter-textuality within the games
themselves and how that influences narrative

25 Mins

Assassins Creed

expectations

trailer

Create links between the

game and the world around

Students will then move on to viewing the chosen

us

trailers once again, this time viewing them through a

20 Mins

knowledge about the game lens. Students are

required to take notes as they view the trailers

Use the knowledge attained

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through studying games as

Students are then required to create a response, in a

action to inform the way

chosen form (written, oral, visual) that shows

narrative progresses

shows/discusses the context and inter-textuality

through games

present throughout the game, evaluating it in the

Critically view the game and

process

produce an original opinion,

This will become an exit pass, and form of

not coloured by

formative assessment

preconceptions
Create links between the
game and the world around
us
Apply previous knowledge
to judge the effectiveness of
different design elements in
producing an alluring
product

Closure:
10 Mins

Discussion of exit passes

Debrief over what was done in the lesson in applying

5 Mins

content to a text, make sure students understand

what they were doing and go over what will be looked

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at in the coming lessons.

Secondary Lesson Plan
Year Level & Subject: VCE Unit 2 English
Date:
th
Where this lesson fits within the unit: 6 Week,
Lesson Duration: 50 Minutes
Lesson 23
Topic/Focus: Wheres the argument?
VCE Key Knowledge and Skills:
Key Knowledge:

An understanding of the arguments presented in texts

The ways authors construct arguments to position audiences, including through reason and logic, and

the persuasive use of language

The features of texts used by authors to position audiences
The conventions of discussion and debate such as active listening, checking for understanding and

questioning
The features for analysis and creation of texts that present an argument: structure, conventions and
language, including relevant metalanguage

Key Skills:

Identify and analyse

o The intent and logical development of an argument
o Bias in the presentation of information and ideas
o Features used by the writers and creators of texts to position or persuade an audience to share a
o
o

point of view
The impact of texts on audiences by considering the similarities and differences between texts
The way in which persuasive language use and argument complement one another and interact to

position the reader

Develop, clarify and critique ideas presented in their own and others arguments using discussion and

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writing
Goals and Outcomes:
Students will be able to:

Identify tone and argument in a given text

Evaluate the extent to which this argument is effectively/ineffectively justified
Apply their knowledge of persuasive language techniques (PLTs) and identify their purpose in

regards to the argument at hand

Summary of Resources Required:
Articles (see appendix 3 for URLs)
YouTube Clips (see appendix 4 for URLs use How to achieve A+ part three)
Lesson Procedure
Timing
Resources
Steps of the Lesson

Goals & Methods of

Evaluation

5 Mins

Opening:
Students will take part in a debrief of the previous
lessons and be told what they are to do in this lesson

5 Mins

The How to achieve A+ video will be watched and

discussed
Lesson Development:
For this class students will be analysing given articles
and using their knowledge of games to inform the
argument presented in each piece

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For the beginning of this lesson students will be

10 Mins

required to complete a concept map on persuasive

texts and argument and list as much as they know to
do with this form of text (they should know quite a lot,
having done it in year 10)

5 Mins
Students will then be required to go and write on the

Identify tone and argument

white board (in turns) as many PLTs as they know

in a given text
Evaluate the extent to which

20 Mins

Articles in appendix

In pairs students will then analyse a given article in

this argument is

one reading (chosen from the appendices) and then

effectively/ineffectively

students will present their findings to their class

justified

5 Mins

The purpose of this task is to show students

Apply their knowledge of

how in order to fully understand an argument

persuasive language

you often need more than one reading and how

techniques (PLTs) and

depending on the way an article is read, people

identify their purpose in

may get different things out of it in regards to

regards to the argument at

argument, tone and purpose

Closure:
Students will discuss what they have learnt this class

and go over what will be done in the next classes

Secondary Lesson Plan
Year Level & Subject: VCE Unit 2 English
Date:

hand

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Where this lesson fits within the unit: 6th Week,

Lesson Duration: 50 Minutes

Lesson 24
Topic/Focus: Wheres the argument?
VCE Key Knowledge and Skills:
Key Knowledge:

An understanding of the arguments presented in texts

The ways authors construct arguments to position audiences, including through reason and logic, and

the persuasive use of language

The features of texts used by authors to position audiences
The conventions of discussion and debate such as active listening, checking for understanding and

questioning
The features for analysis and creation of texts that present an argument: structure, conventions and
language, including relevant metalanguage

Key Skills:

Identify and analyse

o The intent and logical development of an argument
o Bias in the presentation of information and ideas
o Features used by the writers and creators of texts to position or persuade an audience to share a
o
o

point of view
The impact of texts on audiences by considering the similarities and differences between texts
The way in which persuasive language use and argument complement one another and interact to

position the reader

Develop sound arguments using logic and reasoning, and detect bias and faulty reasoning in the

arguments of others
Select evidence to support particular positions
Plan analytical responses and texts that present an argument, taking account of the purpose, context

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and audience in determining the selected content and approach

Goals and Outcomes:
Students will be able to:

Identify tone and argument in a given text

Evaluate the extent to which this argument is effectively/ineffectively justified
Apply their knowledge of persuasive language techniques (PLTs) and identify their purpose in

regards to the argument at hand

Plan, draft and produce a response to the text analysing the argument presented
Summary of Resources Required:
Articles (see appendix 3 for URLs)
YouTube Clips (see appendix 4 for URLs use How to achieve A+ part one and two)
Lesson Procedure
Timing
Resources
Steps of the Lesson
Goals & Methods of
Evaluation
Opening:
5 Mins

Students will be introduced to what they will be doing

this class and how it links to what they have been
doing

5 Mins

YouTube Clips
Watch How to Achieve A+ part one and two and
discuss the difference between a simple analysis and
Lesson Development:
This lesson will run as a joint construction, with
students having different roles to fulfil in order for the
class to complete an analysis (in subsequent classes

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these roles will be switched)

Using the same article that the students analysed in
Articles

the last class, students will produce a analytical essay

in this class

Identify tone and argument

in a given text

20 Mins

Students will be split into different groups with

Evaluate the extent to which

different roles, these are:

this argument is

The Argumentatives (finding the argument

effectively/ineffectively

within the piece)

The Identifiers (finding the most important PLTs

justified

within the article)

The Toners (looking for the tone of the article,

persuasive language

when it changes and why)

The Expandables (expanding on the PLT, looking

identify their purpose in

at how it contributes to the argument)

(Students will not have a lot of time to do this, this is
designed this way so that they can see what they are
capable of in the time frame, similar to that they will
be exposed to in the SAC)
Their findings will be placed into a Google document
so that other students can access it

Apply their knowledge of

techniques (PLTs) and
regards to the argument at
hand

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Once that is done the class will come together and

15 Mins

what they have produced will form the basis of the

analytical essay
As a class they will produce the introduction and first

Plan, draft and produce a

paragraph, the rest must be done individually for

response to the text

homework

analysing the argument

This should not be too difficult as the basis of

the article has already been produced

Closure:
5 Mins

The end of the class will discuss the expectations for

the rest of the essay and will debrief on what they
have learnt

presented

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Rationale:
This unit has been devised in accordance with the VCAA VCE English Study
Design and covers Unit 2 AOS 2: analysing and presenting argument. As a
requirement of this unit students must compare and contrast the
presentation of ideas, issues and themes in texts in order to then analyse
and create arguments presented through a persuasive medium, meeting the
outcome in which students will be able to identify and analyse how argument
and persuasive language are used in text/s that attempt to influence an audience,
and create a text which presents a point of view (VCAA, 2014, p14-15).

However, while this unit has been devised in accordance with the study
design, it has also been devised to be engaging and multimodal, drawing on
critical literacy, digital literacy and multiliteracies. This unit will require
students to study games as texts, specifically Assassins Creed, however
any video game could be adapted to fit, and then use that knowledge to
study the representation of games in the media. So, not only will students
be studying games as narrative and persuasive texts, they will also be
studying their representation and influence upon society. As a result of my
choice to have them study the game first, so as to have a deeper
understanding of the content for the issues analysis, it is quite a heavy unit,
content wise. The reason games have been chosen as a text for this unit is
because they promote greater engagement and motivation with students;
boys specifically, and therefore will produce deeper thinking and
understanding. However, in choosing to study something students are
interested in, one must be careful not to ruin the text for students, it is for
this reason that they study will also centre around the aesthetics of the
game, not just a critique of its creation (Apperley, 2010). Also through
choosing to look at media sensationalism in regards to game violence
students are made aware of the arguments presented towards the issue,
allowing contextualisation in regards to the world around them. In choosing
to study games in relation to the media, not only does it promote motivation
amongst students, it also acknowledges the digital native nature of the
current and future generations and reconceptualises the unit in a way that is
accessible to students (Apperley & Beavis, 2011). As students evolve, so
must education, meaning that the traditional sense of literacy must be

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combined with contemporary literacy, meaning the inclusion of multimodal

texts, both for study and for student creation and development.
The outlines presented have attempted to show a portion of the unit as a
whole. Splitting the unit in two, studying game as text first and then using
the attained knowledge of games to study the representation of games in
the media is not ideal. However, only through an in-depth study of games as
text can students truly understand the multimodality involved and therefore
be able to evaluate the arguments they are being exposed to through the
media. It is as a result of the split unit that two assessment tasks have been
chosen to adhere to the outcome for the AOS. Not only does this provide an
option to assess each part of the unit but it also gives the students a chance
to experiment with different forms of assessment. With students being
required to create a persuasive text about a particular game and produce an
analytical essay that evaluates the argument presented in a piece, student
application of knowledge in both an encoding and decoding sense can be
assessed. With the restrictions of the study design, it was not possible to
have the assessments be anything other than written, hence the different
modes of tasks within the unit as according to Jacobs, it is not enough to
have multliterate assessments, multiliteracies must be meaningfully
integrated, into instruction and the tasks within the unit (Jacobs, 2013, 623).
Through studying the chosen game through the games as action, games as
text: curriculum and teaching dimension framework it allows for not only a
critical deconstruction but also an aesthetic one as students are required to
look at the way the text is designed and situated to present a reality
(Beavis, OMara, & McNeice, 2012, Apperley, 2010). The framework allows
for multiple approaches and through the fusion of all aspects of the
framework students can attain a holistic and informed understanding,
having appreciated and critiqued the text through looking at its true nature
as well as contextualising it through paratexts and so on(Beavis, OMara, &
McNeice 2012, Apperley & Walsh 2012). Through this framework students
are also exposed to critical literacy as the framework overlaps with Freebody
and Lukes four resources model, requiring students to decode the text in
regards to the meaning produced, interactivity and so on (Apperley, 2010,
Ludwig, 2003). Not only does such deconstruction aid students in
understanding the text, it will also make deconstructing the subsequent

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articles easier as they can more easily identify the meaning behind the
article as it exposes students to becoming a media literate person (Koltay,
2011, Pangrazio, 2014). Coupled with this is the link to Ngs digital literacy
framework, where critical literacy is central to teaching texts as students
begin to understand that every text, digital or print, has been created by
someone with their own motivations (Ng, 2012). While it is good practice to
break frameworks apart to ensure understanding, only through the cohesion
of the different aspects can students fully grasp the content and context of
the study (Partington, 2010). In addition to the discussion of the frameworks
it should be noted that through teaching students how to deconstruct a text,
the unit is also adhering to the key skills of the unit, looking at identifying
and analysing purpose and developing original thought to produce their own
argument (VCAA, 2014).
In designing this unit, a particular theoretical approach was not envisioned;
rather a nexus of a variety of approach was attempted. With the unit being
centred on analysing and presenting argument in regards to the context in
which they are created, a critical approach was a natural choice, however
with the current and future generation of students being digital natives,
multiliteracies could not be omitted (Misson & Morgan, 2006, Snyder, 2008).
In an ever evolving world education must keep up with what our students
will be expected to know by the completion of their schooling, for this
reason students must be exposed to a range of texts and literacies (Koltay,
2011, Kress, 2005, Cope & Kalantzis, 2009). Through basing the unit on a
nexus of approaches diversity is catered for, allowing for greater inclusion
and flexibility in the classroom, this can be seen as students are required to
partake in individual, paired and group work, along with the need for them
to view video, image and written and spoken text and produce responses in
a range of modes. In exposing students to a range of texts from various
perspectives, both in regards to the game and the subsequent media
representations, it is envisioned that students will begin to grasp not only
the bias present in the texts but their own bias in studying something so
deep rooted in popular culture (Kress, 2005). This coupled with the use of
videos from Scootle and other sites that promote multimodality, will
promote viewing texts through different perspectives, through critical
perspectives. The use of a variety of texts in studying this unit allows

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students to move beyond the traditional expectations of literacy towards a

more societal based forum (Cope & Kalantzis, 2009). Students still focus on
critical aspects of literacy but it is done in such a way that it becomes more
enjoyable that just studying print. Through incorporating texts that are
natural to digital native students to a more formal educational setting,
students are able to connect the outside world with the requirements of
their education (Ng, 2012, Cope & Kalantzis, 2009). The need for students to
be able to understand the way in which society positions them is another
reason for the focus on multiliteracies, as through an understanding of a
variety of texts and modes students are able to navigate their way through
a society that depends so much upon technology, in turn also promoting
digital literacy (Koltay, 2011). Students are, according to Ng, living an elifestyle, in which their lives centre around the technology available to them
and in order for students to maintain an interest in their education,
multiliteracies must be an ever present part of the way in which students
are taught (2012, Cope & Kalantzis, 2009).
In addition to the need for multiliteracies and digital literacies to be
encompassed to promote student involvement, keeping studies relevant to
student interests is also important. This notion partially influenced the
decision to study games in conjunction with the presentation of argument,
as with countless studies being undertaken in regards to boys and their
motivation and engagement within the classroom setting, they seemed like
a natural group to cater for. Through this unit, however it must also be noted
that this unit could also cater for a range of diversity. According to Deed,
improving student engagement is an international issue, one that must
encompass cognitive, behavioural and affective components of student
approaches to school; meaning that we must ensure engagement in order to
get the most out of our students (2008). Martin suggests that in order to
get the most out of disengaged boys, one must take a targeted and multifaceted approach, hence the use of different modes of assessment, tasks
and the make up of the unit as a whole (2003). Through the introduction of
multiliteracies, education has been able to evolve, encompassing a
multitude of texts, allowing for teachers to promote engagement more
easily into the classroom as societal culture is encompassed with formal
education (Steinkuehler & King, 2009). Through the interconnection of texts

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with the surrounding world and therefore the connection between student
interests and education, student engagement, specifically that of boys, can
be achieved (Apperley & Beavis, 2013). This connection, if executed
correctly, ensures student learning and understanding through autonomous
learning as the students are connected to what they are learning. This
interest in education is what every teacher wishes to gain from their
students, and what I have attempted to do through this unit.

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Reference List:
Apperley, T. (2010). What games studies can teach us about videogames in
the English and Literacy classroom. Australian Journal of Language
and Literacy 33(1), 12-23.
Apperley, T., & Beavis, C. (2011). Literacy into action: digital games as
action and text in the English and literacy classroom. Pedagogies: An
International Journal 6(2), 130-143.
Apperley, T., & Beavis, C. (2013). A Model for Critical Games Literacy. ELearning and Digital Media, 10(1), 1-12.
Apperley, T., & Walsh, C. (2012). What digital games and literacy have in
common: a heuristic for understanding pupils gaming literacy.
Literacy, 46(3), 115-122.
Beavis, C., OMara, J., & McNeice, L. (2012). Digital Games: Literacy in
Action. Kent Town, South Australia: Wakefield Press.
Cope, B., & Kalantzis, M. (2009). Multiliteracies: New Literacies, New
Learning. Pedagogies: An International Journal, 4(3), 164-195.
Deed, C. (2008). Disengaged boys perspectives about learning. Education
3-13, 36(1), 3-14.
Jacobs, G. (2013). Designing Assessments: A Multiliteracies Approach.
Journal of Adolescent & Adult Literacy, 58(8), 623-626.
Koltay, T. (2011). The media and the literacies: media literacy, information
literacy, digital literacy. Media Culture & Society, 33(2), 211-221.
Kress, G. (2005). Communication now and in the future. English, 21, 1-2.
Ludwig, C. (2003) 'Making sense of literacy', ALEA Today, February.
Martin, A. (2003). Boys and Motivation. The Australian Educational
Researcher, 30(3), 43-65.
Misson, R. & Morgan, W. (2006) The cultural and the critical, the Aesthetic
and the Political, in R. Misson & W. Morgan, Critical literacy and the
aesthetic: transforming the English classroom {pp. 1-20}. Urbana,
Ill: National Council of Teachers of English.
Ng, W. (2012). Can we teach digital natives digital literacy?. Computers and
Education, 59, 1065-1078.
Pangrazio, L. (2014). Reconceptualising critical digital literacy. Discourse:
Studies in the Cultural Politics of Education, 1-12.

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Partington, A. (2010). Game literacy, gaming cultures and media education.

English Teaching: Practice and Critique, 9(1), 73-86.
Snyder, I. 2008, 'Culture', in Snyder, Ilana, The literacy wars: why teaching
children to read and write is a battleground in Australia. Allen &
Unwin, Crows Nest, N.S.W., pp. 69-81.
Steinkuehler, C., & King, E. (2009). Digital literacies for the disengaged:
creating after school contexts to support boys game-based literacy
skills. On the Horizon, 17(1), 47-59.
Victorian Curriculum and Assessment Authority (2014). VCE English and
English as an Additional Language: Study Design. Retrieved from
http://www.vcaa.vic.edu.au/Documents/vce/english/EnglishEAL-SD2016.pdf.

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Appendices:
Appendix 1:
Assassins Creed:
https://www.youtube.com/watch?v=iFJ-0lknYcc
ABC Splash:
http://splash.abc.net.au/home#!/media/152198/
Appendix 2:

(AC 1)

(AC 3)

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(AC Black Flag)

(AC Black Flag)

(AC Black Flag)

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(AC Unity)

(AC 1)

(AC Black Flag)

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(AC 3)

(AC Syndicate)

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(AC Syndicate)

(AC 4)

(AC 1)
Appendix 3:
Articles for use for analysis URLs:

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Violent video games lead to aggression study

http://www.skynews.com.au/business/tech/2015/08/18/violent-video-gameslead-to-aggression--study.html
Violent video games are linked to aggression study says,
http://time.com/4000220/violent-video-games/
Study finds that violent video games may be linked to aggressive behaviour
http://www.independent.co.uk/news/science/study-finds-that-violent-videogames-may-be-linked-to-aggressive-behaviour-10458614.html
Study finds no evidence violent video games make children aggressive
http://www.telegraph.co.uk/news/science/11507576/Study-finds-noevidence-violent-video-games-make-children-aggressive.html
Violent video games DO trigger aggressive behaviour, decade-long review
claims
http://www.dailymail.co.uk/sciencetech/article-3201001/Violent-videogames-trigger-aggressive-behaviour-decade-long-review-claims.html
Do video games make people violent?
http://www.bbc.com/news/technology-33960075
Violent video games linked to kids' aggression
http://www.abc.net.au/science/articles/2014/03/25/3971009.htm
Video gamers' brain study reveals how people morally justify violence
http://www.abc.net.au/news/2015-04-08/video-game-brains-study-revealsmoral-justification-of-violence/6379066
Decade of studies link violent video games to aggression
http://www.smh.com.au/digital-life/games/decade-of-studies-link-violentvideo-games-to-aggression-20150817-gj0kg8.html
Study finds parenting style could drive children to play violent video games
http://www.news.com.au/technology/home-entertainment/study-findsparenting-style-could-drive-children-to-play-violent-video-games/storye6frfrt9-1227572133173
Doom game returns with extreme violence
http://www.news.com.au/world/breaking-news/doom-game-returns-withextreme-violence/story-e6frfkui-1227398986549
Playing violent video games linked to aggressive and callous behaviour
http://www.news.com.au/technology/home-entertainment/playing-violentvideo-games-linked-to-aggressive-and-callous-behaviour/story-e6frfrt91227489556268
Bethesda at E3: Doom and Fallout 4 steal the show
http://www.news.com.au/technology/home-entertainment/bethesda-at-e3doom-and-fallout-4-steal-the-show/story-e6frfrt9-1227398939538

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Appendix 4:
VCE English basic analysis video part 1:
http://www.vcestudyguides.com/how-to-achieve-a-in-language-analysisseries-basic-analysis
VCE English advanced analysis video part 2:
http://www.vcestudyguides.com/how-to-achieve-a-in-language-analysisseries-advanced-analysis
VCE English what is language analysis video part 3:
http://www.vcestudyguides.com/how-to-achieve-a-in-language-analysisseries-what-is-language-analysis