Hello and welcome back to our blog series! After completing our HSC edition we had some students contact us and ask if we could do something similar for the Preliminary Modules for Standard and Advanced English. We thought this was a brilliant idea and we understand how it can help those entering into senior years so read on as explore the different modules, what’s involved and what you can expect.
We are going to start with the Common Module that both Preliminary Standard and Advanced English students study. We will review the rubric, look at some possible assessments and give some advice on how to best prepare study notes.
Common Module: Reading to Write
In this module, students undertake the intensive and close reading of quality texts from a variety of modes and media. In doing so, they further develop the skills and knowledge necessary to appreciate, understand, analyse and evaluate how and why texts convey complex ideas, relationships, endeavours and scenarios. Central to this module is developing student capacity to respond perceptively to texts through their own considered and thoughtful writing and judicious reflection on their skills and knowledge as writers. Students read texts that are engaging thematically, aesthetically, stylistically and/or conceptually to inspire or provoke them to critique skilfully, or to respond imaginatively. Through the study of texts, students develop insights into the world around them, deepen their understanding of themselves and the lives of others, and enhance their enjoyment of reading.
The careful selection of critical and creative texts that address the needs and interests of students provides opportunities for them to increase the command of their own written expression, and empower them with the confidence, skills and agility to employ language precisely, appropriately and creatively for a variety of purposes.
Wide reading and reflection provides students with the opportunity to make deeper connections and identify distinctions between texts to enhance their understanding of how knowledge of language patterns, structures and features can be applied to unfamiliar texts. Through imaginative re-creation students deepen their engagement with texts and investigate the role of written language in different modes, and how elements, for example tone, voice and image, contribute to the way that meaning is made. By exploring texts that are connected by form, point of view, genre or theme, students examine how purpose, audience and context shape meaning and influence responses.
Through responding and composing for a range of purposes and audiences students further develop skills in comprehension, analysis, interpretation and evaluation. They investigate how various language forms and features, for example structure, tone, imagery and syntax are used for particular effect. They analyse and assess texts using appropriate terminology, register and modality. By reading and writing complex texts they broaden the repertoire of their vocabulary and extend control of spelling, punctuation and grammar to gain further understanding of how their own distinctive voice may be expressed for specific purposes.
Often students get carried away when they are told to highlight the important parts of the rubric and end up with it being totally highlighted. So, to give you an idea of how you can go about it, we have bolded the key features. To help decide what is the important part, we have used the criteria of ‘can this be adopted in learning – practically’. That means the parts in bold have a practical aspect to them and will be tested as part of your learning.
We are going to break down some of the elements to give you a better understanding of what you will be learning about in this topic and how to make sure that you do the things needed to optimise your marks.
You will be given prescribed texts to study as part of this module which you will use to guide discussions and learning during each class with your teacher. Your teachers should point you to the following areas as they go through different passages and note how the areas of the rubric are reflected. To help make sure that you can keep up and follow during class, below are a few things to look out for and consider during your own course of study.
Appreciate, understand, analyse and evaluate how and why texts convey complex ideas, relationships, endeavours and scenarios.
- First place to start with this one is to consider the ideas, relationships, endeavours and scenarios explored in texts. For example, themes about love, different elements that make up relationships and then the various events that the characters experience and how this contributes to the plot. Really take some time to consider the different choices the writer has made and the way that all the different elements come together. Once you have those in mind, you need to consider how and why the writer has chosen to do those particular things. Is it to satisfy their purpose of entertaining the reader? Or perhaps are they trying to challenge commonly held views and assumptions? It might be that they are doing both. Whatever the case may be, take time to review and understand how this applies to your text.
Thematically, aesthetically, stylistically and/or conceptually to inspire or provoke them to critique skilfully, or to respond imaginatively.
- This point refers to the overall purpose of this module – to learn and improve your writing skills based on the texts that you read. So, using this element of the rubric, students must consider the thematic ideas – the values and assumptions explored in the text. Then move onto the actual composition of the text – how has it been put together using particular styles and creative techniques? Using these ideas, consider for yourself how you can critique what the writer has done and evaluate why it is successfully received by audiences. It might also be that you are asked to use these elements in your own piece of writing as you extend and respond imaginatively by perhaps inserting an additional scene or writing an existing scene from a different point of view.
Language patterns, structures and features can be applied to unfamiliar text
- Whilst each text is unique, there are particular elements that constantly remain the same- such as patterns, structures and features. From you understanding of these basic elements, you can then use and apply them to unfamiliar texts to gain new understandings and develop meaning. To further extend your learning, consider how the well known patterns, structures and features are manipulated or altered in a skillful way by composers to engage readers and achieve a unique perspective.
For example tone, voice and image, contribute to the way that meaning is made
- This is always a basic one that you can rely on to get you going. How is tone created and established in the text? What type/kind of voice does each of the characters possess? Perhaps if it is a poem you can describe the different voices in each and compare them. What images are presented to the reader? How are they presented? Then put all of these elements together to establish how it helps to create meaning for the reader. Why did the composer put these certain elements together and not others? Consider how you can pick and choose certain elements in your own piece of writing to demonstrate your restraint in being able to pick certain elements and complete them to a high standard.
Connected by form, point of view, genre or theme, students examine how purpose, audience and context shape meaning and influence responses.
- When examining the texts for study, take some time to understand the point of view that it is written from and the advantages and disadvantages this attracts. Whilst it may allow for a deep understanding of one character, it might be limiting to the other insights of characters.
- What form is the text and does it satisfy the usual elements of that form? If not, what does it do differently and how does this achieve meaning or influence the ideas communicated in the text?
- What genre is the text and how does this allow for the exploration of certain themes? Does this type of genre mean that the theme is going to be portrayed from a certain point of view or reflect certain attributes?
- What is the purpose of the text? Perhaps it has multiple purposes? Does it seek to entertain audiences yet position them to understand something from a particular point of view? How does its purpose shape the way that meaning is created for responders? Are they invited to consider a new idea through the use of humour which would otherwise deter them?
- A massive element of this dot point is the context of the text and composer – how has this influenced meaning? Did it allow the composer to do something freely or did it mean that their text challenged societal assumptions of the time? Does the context of the text affect the composition – ie does it reflect particular ideas held of the time? Or is it an appropriation or something older that has been adopted to suit and resonate amongst modern audiences? How can you do something that is similar in your piece of writing – perhaps you can use a ‘older’ form of a popular text and intertwine it through a modern medium such as an image.
- Once you have an understanding of the above elements, then take some time to consider how you can incorporate these ideas the next time you are putting together
For example structure, tone, imagery and syntax are used for particular effect.
- We can imagine that you are starting to get the picture of what this module is about – understanding the unique elements in each text and how it is used to communicate the ideas and appreciate the reasons why the composer made the decisions they did. If you get stuck try and think about it in the alternate, had the composer not made that particular choice, would these text had been the same? Take a character away – what difference does it make?
Vocabulary and extend control of spelling, punctuation and grammar
- As always the markers are looking for a response (whether it may be such as critical or imaginative) which demonstrates a high quality of vocabulary, spelling, punctuation and grammar. There are a few different ways that you can ensure that you achieve this in your piece – firstly read as much as you can. Pick up on the nuances of different writes and how they put their pieces together. Expose yourself to a variety of different texts such as magazines, newspapers, feature articles and ensure that they are both fiction and nonfiction. When you are writing try and be very conscious about the decisions you are making and be dedicated to your cause. If you can’t think of anything in the moment, just get down what you can and then you can always come back to fixing this afterwards.
Now that we have an understanding of the module, lets understand the different ways you can make notes, prepare for your assessment and use your prescribed text to the best of your ability.
Sample Assessment
As this is a new module, there aren’t many assessments used as a reference point. Schools are internally writing their own assessments and different tasks that take shape in a variety of different forms.
So, in light of this we will run you through one of the assessments that a student of ours has received in the past in an attempt to guide you through the different elements.
Part A – Imaginative Writing
You are required to compose a piece of imaginative writing for submission in the amount of 1000 words
- In essence, this is a very straightforward task – you have been given free reign to write a piece on anything you like so long as it follows the narrative structure.
- However, when we take a look at Part B (the writing journal) it becomes apparent that your piece must reflect on elements you learnt from the texts you have studied together with the key features of the rubric.
- We will discuss how to best attack the writing journal below however for this part of the task, remember the basic elements of a narrative – orientation, complication, series of events and a resolution. Something must happen in your story to avoid it reading like a recount.
- If there is one thing that we absolutely recommend that you avoid – don’t fall into the trap of cliche. Your story can’t end with the main character waking up and realising that it was only a dream. Nor should the final line read “to be continued”. This shows a lack of creative writing and will prevent you achieving a high mark.
- Avoid having your story read too similarly to the texts you have studied or another well known text. Although it is easy to borrow something familiar this will limit your creativity and originality which is exactly the areas that you are being marked.
Part B Writing Journal
- You are to complete a writing journal that includes evidence of the writing process
- It must include the following elements:
- evidence of wide reading (minimum of two selected additional texts in genres other than dystopian fiction)
- evidence of how your wide reading has affected the writing process
- regular personal reflections (minimum 1 per week) on the creative process
- records of all verbal and written feedback received from class teacher
- editing/revision process and the specific ways in which feedback has been acted upon
- A statement of intention which outlines the purpose of the imaginative piece (200 words)
So as you can see, the journal will provide for just as much content and marks as the piece itself. From our experience, the change in syllabus reflect an interest in the learning process rather than just focus on the end result.
You will be marked on your ability to demonstrate how you have incorporated the skills you have learnt into your piece just as much as the piece itself.
When completing a reflection such as this, you must always
- The process journal must also contain evidence of conscious experimentation with the following:
- One element of setting from either of your prescribed texts
- One element of character from either of your prescribed texts
- One element of style/language from either of your prescribed texts
- One element of narrative voice or structure from either of your prescribed texts
The above criteria makes the purpose of the module a little bit clearer to understand and directs you to the elements you need to focus on. To perform well in this task, you must carefully consider how setting, character, style and narrative voice from your prescribed texts have been used and constructed. Then you must intertwine each of these elements together in your own piece in a way that shows how you have borrowed from what you have learnt but also demonstrate a creative angle.
For example, the character doesn’t have to remain exactly the same but perhaps one of their characteristics is present in the character that you create for your piece.
It might be that the setting in similar however you choose to focus on a different aspect or particular quality which the prescribed text doesn’t. In this way you are able to show that you have learnt something from the texts you have studied but are able to remain creative in your approach.
Style, language form and narrative voice are often overlooked however they provide a significant quality to the form and structure of your writing. Before you start with a piece, we recommend that you put together a plan of exactly the type of voice and style you are wanting to achieve. Have a clear plan otherwise your piece will become confusing and loose substance.
Below is the criteria for the above assessment task:
| Criteria | |
|
17 – 20 |
Key takeaways from the criteria
- The narrative needs to be engaging. This means a form of a plot needs to be established, created and then satisfied. Make sure that you don’t produce a recount nor have a story that lacks a clear resolution or ending.
- A major feature that needs to be done well – all the elements of character, narrative voice or structure are included in your piece. It will be tricky to include all of these if you commence without a plan. So make sure that you consider how you are going to use each part and how they are going to relate with the other elements to allow for consistency.
- Then the last dot point, which appears on every single assessment amd is one of the easier points to achieve is the quality of your writing style. Make sure you have the basics covered such as spelling, grammar, punctuation and a good control of vocabulary. You can be certain that markers will be looking out for this at a minimum so you want to impress them where you can to ensure the best mark possible.
We hope the above is used as start to get you going with this assessment. If you have any particular questions that you would like us to write about more, please let us know.
Happy Studying!