Content Teaching, learning and assessment Resources thinks See description of EA12-5 Unpacking the module rubric imaginatively, creatively, representation as a key concept interpretively, critically Students read the rubric and underline important phrases. They draw a line beneath any in subject English at the English and discerningly to words or sentences that are unclear and discuss terminology and meaning. Textual Concepts website: respond to, evaluate and compose texts that Students identify the key words that capture the essence of what needs to be studied in the synthesise complex module, for example texts represent individual and collective experiences’. They should ‘how information, ideas and focus on the key concept of representation. Check the syllabus glossary and the reference to arguments in the English Textual Concepts website. Essentially representation involves two key ‘’ analyse how text questions: and ‘what’ ‘how’… What aspects of human experiences are represented in texts? structures, language How do texts represent these aspects of human experiences? features and stylistic elements shape Teachers discuss the following aspects of/and questions the rubric with students: meaning and create The word in the first paragraph can be clarified with another key question: ‘evaluate’ particular effects and well’… ‘how nuances, for example How well do texts represent aspects of human experiences? through allusions, Aspects of human experiences that might be represented in texts? Words such as: and collective human experiences’, qualities and emotions’, paradoxes and ‘individual ‘human behaviour and motivations’. What other aspects of human experiences could ‘human ambiguities texts represent? (ACELR005) The use of the words paradoxes and inconsistencies’ in relation to ‘anomalies, human behaviour and motivations. The rubric is presenting a notion of human experiences that are complex, and possibly problematic. Why does the rubric invite us to delve into the messiness of human experiences? What aspects of texts might be utilised to represent human experiences in particular ways? Note terms such as: language forms, modes and media structure, stylistic and grammatical features storytelling (which brings to mind features such as narrative technique, point of view, allegory and characterisation, as well as a variety of forms) visual, verbal and/or digital language elements of different modes and media
Content Teaching, learning and assessment Resources EA12-5 thinks imaginatively, creatively, interpretively, critically and discerningly to respond to, evaluate and compose texts that synthesise complex information, ideas and arguments analyse how text structures, language features and stylistic elements shape meaning and create particular effects and nuances, for example through allusions, paradoxes and ambiguities (ACELR005) Unpacking the module rubric Students read the rubric and underline important phrases. They draw a line beneath any words or sentences that are unclear and discuss terminology and meaning. Students identify the key words that capture the essence of what needs to be studied in the module, for example ‘how texts represent individual and collective experiences’. They should focus on the key concept of representation. Check the syllabus glossary and the reference to ‘’ in the English Textual Concepts website. Essentially representation involves two key questions: ‘what’ and ‘how’… What aspects of human experiences are represented in texts? How do texts represent these aspects of human experiences? Teachers discuss the following aspects of/and questions the rubric with students: The word ‘evaluate’ in the first paragraph can be clarified with another key question: ‘how well’… How well do texts represent aspects of human experiences? Aspects of human experiences that might be represented in texts? Words such as: ‘individual and collective human experiences’, ‘human qualities and emotions’, ‘human behaviour and motivations’. What other aspects of human experiences could texts represent? The use of the words ‘anomalies, paradoxes and inconsistencies’ in relation to human behaviour and motivations. The rubric is presenting a notion of human experiences that are complex, and possibly problematic. Why does the rubric invite us to delve into the messiness of human experiences? What aspects of texts might be utilised to represent human experiences in particular ways? Note terms such as: language forms, modes and media structure, stylistic and grammatical features storytelling (which brings to mind features such as narrative technique, point of view, allegory and characterisation, as well as a variety of forms) visual, verbal and/or digital language elements of different modes and media See description of representation as a key concept in subject English at the English Textual Concepts website:
stage-6-english-advanced-year-12-common-module-sample-unit.docx