the impact of language and structural choices on shaping own and others’ interpretations the ways ideas, attitudes and voices are represented the interplay between imaginative, interpretive and persuasive techniques analysing changing responses to texts over time and in different cultural contexts. Create a range of texts: using imaginative, interpretive and persuasive elements for different purposes, contexts and audiences experimenting with text structures, language features and multimodal devices developing and sustaining voice, tone and style selecting and applying appropriate textual evidence to support arguments using strategies for planning, drafting, editing and proofreading using accurate spelling, punctuation, syntax and metalanguage using appropriate quotation and referencing protocols. Reflect on their own and others’ texts by: analysing the values and attitudes expressed in texts evaluating the effectiveness of texts in representing ideas, attitudes and voices critically examining how and why texts position readers and viewers. School-based assessment The Western Australian Certificate of Education (WACE) Manual contains essential information on principles, policies and procedures for school-based assessment that needs to be read in conjunction with this syllabus. Teachers design school-based assessment tasks to meet the needs of students. The table below provides details of the assessment types for the English ATAR Year 11 syllabus and the weighting for each assessment type. Assessment table – Year 11 Type of assessment Weighting Responding Types of assessment will involve tasks in which students comprehend, engage with, interpret, analyse, compare, contrast, reflect on, appreciate and evaluate a range of texts and text forms for a variety of 35%–40% purposes and audiences. Students can respond in a range of text forms including fiction and non-fiction, media texts, multimodal and digital texts. Creating 35%–40%
the impact of language and structural choices on shaping own and others’ interpretations the ways ideas, attitudes and voices are represented the interplay between imaginative, interpretive and persuasive techniques analysing changing responses to texts over time and in different cultural contexts. Create a range of texts: using imaginative, interpretive and persuasive elements for different purposes, contexts and audiences experimenting with text structures, language features and multimodal devices developing and sustaining voice, tone and style selecting and applying appropriate textual evidence to support arguments using strategies for planning, drafting, editing and proofreading using accurate spelling, punctuation, syntax and metalanguage using appropriate quotation and referencing protocols. Reflect on their own and others’ texts by: analysing the values and attitudes expressed in texts evaluating the effectiveness of texts in representing ideas, attitudes and voices critically examining how and why texts position readers and viewers. School-based assessment The Western Australian Certificate of Education (WACE) Manual contains essential information on principles, policies and procedures for school-based assessment that needs to be read in conjunction with this syllabus. Teachers design school-based assessment tasks to meet the needs of students. The table below provides details of the assessment types for the English ATAR Year 11 syllabus and the weighting for each assessment type. Assessment table – Year 11 Type of assessment Weighting Responding Types of assessment will involve tasks in which students comprehend, engage with, interpret, analyse, compare, contrast, reflect on, appreciate and evaluate a range of texts and text forms for a variety of purposes and audiences. Students can respond in a range of text forms including fiction and non-fiction, media texts, multimodal and digital texts. 35%–40% Creating 35%–40%