according to different contexts and values in texts between the novel and the other and audiences. Each student will texts you have chosen. Focus on discussing and evaluating then be required to choose another representations, issues, attitudes, different readings of texts. text that in some way relates to perspectives, values and/or Investigate and evaluate the the novel. Texts may include short assumptions of all texts and how relationships between texts and stories, feature films, short films, different readings of those texts contexts by: television programs, comics, vary according to different undertaking close analysis of graphic novels and picture books. contexts and audiences. texts Each group is to provide a printed examining how each text handout summarising the group’s relates to a particular context findings for distribution to the or contexts class. comparing the contexts in Part B: Individual student work which texts are created and Provide an analysis of the text you received. chose and the connections with the novel regarding representations, issues, attitudes, perspectives, values and/or assumptions and how different readings of both texts are possible. Students examine how arguments Create a range of texts: Task 11: 7.5% Creating are effectively constructed to (Set Week 12, due Week 14) using appropriate language and persuade and engage a particular Preparation in class and at stylistic features to sustain a audience and consider a variety of personal voice and perspective home, final task in class text types, modes and media such Create a persuasive magazine or using nuanced language as print and digital newspaper and newspaper article (digital or print) synthesising ideas and magazine articles, essays, for a specified audience in which opinions to develop complex speeches and non-fiction you advocate strongly on behalf arguments persuasive texts. of a marginalised group. Your substantiating and justifying clearly structured article should their own responses using seek to raise awareness of the textual evidence issues confronting this group and using appropriate quotation 12–14 detail what can be done for these and referencing protocols issues to be addressed. Your using strategies for planning, article should be thoroughly drafting, editing and researched and supported with proofreading factual evidence. (You are using accurate spelling, allowed one page of dot-point punctuation, syntax and notes of no more than 200 words.) metalanguage. Reflect on their own and others’ texts by: identifying omissions, inclusions, emphases and marginalisations. 15 Examination 20%
according to different contexts and audiences. Each student will then be required to choose another text that in some way relates to the novel. Texts may include short stories, feature films, short films, television programs, comics, graphic novels and picture books. and values in texts discussing and evaluating different readings of texts. Investigate and evaluate the relationships between texts and contexts by: undertaking close analysis of texts examining how each text relates to a particular context or contexts comparing the contexts in which texts are created and received. between the novel and the other texts you have chosen. Focus on representations, issues, attitudes, perspectives, values and/or assumptions of all texts and how different readings of those texts vary according to different contexts and audiences. Each group is to provide a printed handout summarising the group’s findings for distribution to the class. Part B: Individual student work Provide an analysis of the text you chose and the connections with the novel regarding representations, issues, attitudes, perspectives, values and/or assumptions and how different readings of both texts are possible. 12–14 Students examine how arguments are effectively constructed to persuade and engage a particular audience and consider a variety of text types, modes and media such as print and digital newspaper and magazine articles, essays, speeches and non-fiction persuasive texts. Create a range of texts: using appropriate language and stylistic features to sustain a personal voice and perspective using nuanced language synthesising ideas and opinions to develop complex arguments substantiating and justifying their own responses using textual evidence using appropriate quotation and referencing protocols using strategies for planning, drafting, editing and proofreading using accurate spelling, punctuation, syntax and metalanguage. Reflect on their own and others’ texts by: identifying omissions, inclusions, emphases and marginalisations. Task 11: 7.5% Creating (Set Week 12, due Week 14) Preparation in class and at home, final task in class Create a persuasive magazine or newspaper article (digital or print) for a specified audience in which you advocate strongly on behalf of a marginalised group. Your clearly structured article should seek to raise awareness of the issues confronting this group and detail what can be done for these issues to be addressed. Your article should be thoroughly researched and supported with factual evidence. (You are allowed one page of dot-point notes of no more than 200 words.) 15 Examination 20%
English-ATAR-Y12-sample-course-outline-WACE-2015_16.DOCX