student booklet hsc english standard · 2019-10-12 · student booklet hsc english standard 2018 ....

Tuggerah Lakes Secondary College

The Entrance Campus

Student Booklet

HSC

ENGLISH

STANDARD

2018

1

Contents

1 TLSC HSC Standard English Yearly Planner ........................................ 2

2 HSC Standard Course Requirements ...................................................... 3

3 Assessment Task Schedule ..................................................................... 3

4 Standard Course Objectives and Outcomes ............................................ 4

5 Standard Course Content and Prescribed Texts ...................................... 7

6 HSC Examination Rubrics .................................................................... 16

7 HSC Examination Specifications .......................................................... 18

8 Performance Band Descriptors ............................................................. 19

9 Glossary from Syllabus ........................................................................ 20

10 HSC Verbs and definitions………………………………………… 24

11 Websites ................................................................................................ 25

2

THE ENTRANCE CAMPUS

YEAR 12 HSC - Standard English 2017-18

Term 4: Monday 9/10/17 – Tuesday 19/12/17

Week 1 9/10

Week 2 16/10

Week 3 23/10

Week 4 30/10

Week 5 6/11

Week 6 13/11

Week 7 20/11

Week 8 27/11

Week 9 4/12

Week 10 11/12

Week 11 18/12

Term 1: Monday 29/1/18 – Friday 13/4/18

Week 1 29/1

Week 2 5/2

Week 3 12/2

Week 4 19/2

Week 5 26/2

Week 6 5/3

Week 7 12/3

Week 8 19/3

Week 9 26/3

Week 10 2/4

Week 11 9/4


Week 1 30/4

Week 2 7/5

Week 3 14/5

Week 4 21/5

Week 5 28/5

Week 6 4/6

Week 7 11/6

Week 8 18/6

Week 9 25/6

Week 10 2/7

EXAM

FEEDBACK


Week 1 23/7

Week 2 30/7

Week 3 6/8

Week 4 13/8

Week 5 20/8

Week 6 27/8

Week 7 3/9

Week 8 10/9

Week 9 17/9

Week 10 24/9

Exam

Feedback

Assess

Task 4

15%

Reading & CREATIVE

SKILLS

AREA OF StUDY - Discovery

Module C

MODULE B

Assess

Task 3

15% MODULE C – Texts and Society MODULE A – experience

through language

MODULE B – CLOSE STUDY of text MODULE A

revision Trial hsc

exams

25%

Mid course

exams 30%

REvision

Assess

Task 1

15%

3

HSC English (Standard) Course Requirements

In the HSC English (Standard) course, students reflect on and demonstrate the effectiveness of texts for

different audiences and purposes.

Course Requirements

Text Requirements

• the close study of at least FOUR TYPES OF PRESCRIBED TEXT, one drawn from EACH of the

following categories:

– prose fiction

– drama

– poetry

– nonfiction or film or media or multimedia texts

• a wide range of additional related texts and textual forms

The course has two sections and the requirements listed above apply to both sections.

Section 1

Section 2

Content common to the Standard and Advanced

courses where students analyse and explore texts and

apply skills in synthesis.

Modules which emphasise particular aspects of shaping

meaning and demonstration of the effectiveness of texts

for different audiences and purposes.

The HSC common content consists of one Area of

Study common to the HSC Standard and Advanced

courses.

Students are required to choose one elective from each of

Modules A, B and C.

Study in the HSC course requires close study of particular texts, supported by students’ own wide reading.

SUBJECT: ENGLISH - STANDARD

TASK WHEN TOPIC TYPE OF TASK OUTCOMES VALUE 1 Term 4 2017

Week 9

Area of Study

Discovery

Extended Response H3,H7,H13 15%

2 Term 1 2018

Weeks 10 & 11

Area of Study

Module B

Mid Course Exam

(Reading & Creative)

Exam: Question with Notice

H2,H4,H5,H11

H6, H12

15%

15%

3 Term 2 2018

Week 5

Module A Oral Presentation H1,H2,H6 15%

4 Term 3 2018

Week 2

Module C Extended Response H8,H9,H10 15%

5 Term 3 2018

Weeks 5 & 6

ALL Trial HSC Examination ALL 25%

4

HSC English (Standard) Course Objectives, Outcomes and Content

The table below sets out the content of the HSC English (Standard) course and illustrates the relationship

between the objectives, the outcomes and the content. Students will work to achieve the outcomes by

responding to and composing increasingly complex texts in a variety of modes and media.

English (Standard)

Objectives

HSC English

(Standard) Outcomes

HSC English (Standard) Content

Students will develop

knowledge and

understanding of the

contexts, purposes and

audiences of texts.

1. A student

demonstrates

understanding of

how relationships

between composer,

responder, text and

context shape

meaning.

1. Students learn about the ways meaning results

from the relationships between composer,

responder, text and context by:

1.1 identifying features of context and describing

their effects on meaning in and through

particular texts

1.2 comparing and contrasting texts in terms of

their contexts

1.3 explaining the ways changes in elements of the

contexts of particular texts influence meaning

1.4 responding to and composing texts to achieve

particular meanings through a range of

contexts.

2. A student

demonstrates


relationships among

texts.

2. Students learn about the relationships among

texts by:

2.1 comparing and contrasting the forms and

features of texts

2.2 describing and explaining the connections

between texts

2.3 describing and explaining the ways texts are

influenced by other texts and contexts.


knowledge and


forms and features of

language and structures

of texts.

3. A student develops

language relevant to

the study of English.

3. Students learn the language relevant to their

study of English including:

3.1 its terminology

3.2 language for making connections, questioning,

affirming, challenging, speculating about and

generalising about texts

3.3 language of personal, public and critical

expression

3.4 conventions of language.

4. A student describes

and analyses the

ways that language

forms and features,

and structures of

texts shape meaning

and influence

responses.

4. Students learn about the ways language forms

and features, and structures of texts shape

meaning and influence responses by:

4.1 describing and explaining the effects of a

variety of language forms and features, and

structures of texts

4.2 identifying a range of possible responses to

texts influenced by their language forms and

features, and their structures

4.3 using various language forms and features, and

structures of texts to influence meaning and

responses.

5

English (Standard)

Objectives

HSC English

(Standard) Outcomes


5. A student analyses

the effect of

technology and

medium on meaning.

5. Students learn about the ways technology and

medium affect meaning by:

5.1 analysing texts produced in a range of media

5.2 describing and explaining the effects of

technological forms and conventions

5.3 choosing a variety of appropriate

technologies to compose texts for specific

audiences and purposes in personal, social,

historical, cultural and workplace contexts

5.4 reflecting on the effects of a change in

technology on their own process of

composition.


skills in responding to

and composing a range of

texts.

6. A student engages

with the details of

text in order to

respond critically

and personally.

6. Students learn about the ways they can

respond to texts by:

6.1 analysing texts in personal, social, historical,

cultural and workplace contexts in detail

6.2 composing sustained arguments supported by

textual evidence

6.3 composing and supporting a personal

response to texts

6.4 considering the responses of others.

7. A student adapts and

synthesises a range

of textual features to

explore and

communicate

information, ideas

and values for a

variety of purposes,

audiences and

contexts.

7. Students learn about communicating

information, ideas and values for a variety of

purposes, audiences and contexts by:

7.1 identifying and explaining the effects of

language forms and features, and structures

of texts

7.2 composing and adapting texts to address

different purposes and audiences.


skills in effective

communication.

8. A student articulates

and represents own

ideas in critical,

interpretive and

imaginative texts

from a range of

perspectives.

8. Students learn to compose imaginative,

personal and critical texts from a range of

perspectives by:

8.1 engaging with complex texts

8.2 refining the clarity of their composition to

meet the demands of increasing complexity

of thought and expression in personal, social,


8.3 using and manipulating a range of generic

forms in a range of modes and media for

different audiences and purposes

8.4 using stylistic devices appropriate to

purpose, audience and context.

6

English (Standard)

Objectives

HSC English

(Standard) Outcomes



skills in individual and

collaborative learning.


skills in investigation,

imaginative and critical

thinking, and synthesis of

ideas.


skills in reflection as a

way to review, reconsider

and refine meaning.

9. A student assesses

the appropriateness

of a range of

processes and

technologies in the

investigation and

organisation of

information and

ideas.

9. Students learn to assess the effectiveness of

processes and technologies by:

9.1 using, individually and in groups, different

technologies to investigate, clarify, organise

and present ideas

9.2 using individual and collaborative processes

to generate, clarify, organise, refine and

present ideas

9.3 assessing the most appropriate technologies

and processes for particular purposes of

investigating, clarifying, organising and

presenting ideas in personal, social,

historical, cultural and workplace contexts.

10. A student analyses

and synthesises

information and

ideas into sustained

and logical

argument for a

range of purposes

and audiences.

10. Students learn to synthesise information and

ideas into sustained and logical argument

by:

10.1 discerning ideas, attitudes and values

reflected in texts from personal, social,


10.2 making connections between information

and ideas, and synthesising these for various

purposes and audiences

10.3 using the information and ideas gathered

from a range of texts to present a point of

view in analytic, expressive and imaginative

ways.

11. A student draws

upon the

imagination to

transform

experience and ideas

into text

demonstrating

control of language.

11. Students learn about the role of imagination

in responding to and composing texts by:

11.1 making connections between life experience

and imagined experience

11.2 experimenting with ways of transforming

experience and ideas into imaginative texts

in different contexts for specified audiences

11.3 recreating texts into new texts by changing

perspective and context

11.4 analysing and explaining the relationships

between imagination and cultural forms and

ideas.

12. A student reflects on

own processes of

responding and

composing.

12. Students learn about reflecting on their own

processes of responding and composing by:

12.1 questioning meaning in and through texts

12.2 articulating the ways they approach texts

12.3 editing their work to correct errors and

ensure consistent and appropriate style

12.4 assessing and engaging with the strengths

and weaknesses of their own compositional

style

12.5 amending their compositions as a result of

the process of reflection

12.6 assessing compositional style in a variety of

7

texts.

English (Standard)

Objectives

HSC English

(Standard) Outcomes


13. A student reflects on

own processes of

learning.

13. Students learn to reflect on their own

processes of learning by:

13.1 articulating and monitoring their own

learning and that of others

13.2 assessing the effectiveness of their various

learning strategies

13.3 comparing their own learning processes with

those of others

13.4 writing to reflect on their own learning and

that of others.

HSC English (Standard) Course Content

Common Content – Area of Study

An Area of Study is the exploration of a concept that affects our perceptions of ourselves and our world.

Students explore, analyse, question and articulate the ways in which perceptions of this concept are shaped in

and through a variety of texts.

In the Area of Study, students explore and examine relationships between language and text, and

interrelationships among texts. They examine closely the individual qualities of texts while considering the

texts’ relationships to the wider context of the Area of Study. They synthesise ideas to clarify meaning and

develop new meanings. They take into account whether aspects such as context, purpose and register, text

structures, stylistic features, grammatical features and vocabulary are appropriate to the particular text.

The Area of Study integrates the range and variety of practices students undertake in their study and use of

English. It provides students with opportunities to explore, analyse and experiment with:

• meaning conveyed, shaped, interpreted and reflected in and through texts

• ways texts are responded to and composed

• ways perspective may affect meaning and interpretation

• connections between and among texts

• how texts are influenced by other texts and contexts.

Students’ responses to texts are supported by their own composition of, and experimentation with, imaginative

and other texts. They explore ways of representing events, experiences, ideas, values and processes, and

consider the ways in which changes of form and language affect meaning.

The Area of Study and the prescribed texts will be subject to periodic evaluation and review.

Prescribed texts are:

• A range of prescribed texts for the Area of Study from which at least one must be selected. This text list

will be published in an English Stage 6 support document.

In addition, students will explore texts of their own choosing relevant to the Area of Study. Students draw

their chosen texts from a variety of sources, in a range of genres and media.

8

Area of Study and Texts for the Common Content of Standard and Advanced Courses

The Area of Study must be considered in the context of the Area of Study description in the syllabus,

course objectives, content and outcomes. (Reread English Stage 6 Syllabus, word format p 25 and pp

30–33; p 43 and pp 48-51.)

Area of Study: Discovery This Area of Study requires students to explore the ways in which the concept of discovery is

represented in and through texts.

Discovery can encompass the experience of discovering something for the first time or

rediscovering something that has been lost, forgotten or concealed. Discoveries can be sudden and

unexpected, or they can emerge from a process of deliberate and careful planning evoked by

curiosity, necessity or wonder. Discoveries can be fresh and intensely meaningful in ways that may

be emotional, creative, intellectual, physical and spiritual. They can also be confronting and

provocative. They can lead us to new worlds and values, stimulate new ideas, and enable us to

speculate about future possibilities. Discoveries and discovering can offer new understandings and

renewed perceptions of ourselves and others.

An individual’s discoveries and their process of discovering can vary according to personal,

cultural, historical and social contexts and values. The impact of these discoveries can be far-

reaching and transformative for the individual and for broader society. Discoveries may be

questioned or challenged when viewed from different perspectives and their worth may be

reassessed over time. The ramifications of particular discoveries may differ for individuals and their

worlds.

By exploring the concept of discovery, students can understand how texts have the potential to

affirm or challenge individuals’ or more widely-held assumptions and beliefs about aspects of

human experience and the world. Through composing and responding to a wide range of texts,

students may make discoveries about people, relationships, societies, places and events and generate

new ideas. By synthesising perspectives, students may deepen their understanding of the concept of

discovery. Students consider the ways composers may invite them to experience discovery through

their texts and explore how the process of discovering is represented using a variety of language

modes, forms and features.

In their responses and compositions, students examine, question, and reflect and speculate on:

• their own experiences of discovery

• the experience of discovery in and through their engagement with texts

• assumptions underlying various representations of the concept of discovery

• how the concept of discovery is conveyed through the representations of people, relationships,

societies, places, events and ideas that they encounter in the prescribed text and other related texts

of their own choosing

• how the composer’s choice of language modes, forms, features and structure shapes

representations of discovery and discovering

• the ways in which exploring the concept of discovery may broaden and deepen their understanding

of themselves and their world.

9

Area of Study 2015–2018: Standard and Advanced

Students explore the concept of discovery through at least one of the following:

Prose fiction (pf) or nonfiction (nf)

• Bradley, James, Wrack (pf)

• Chopin, Kate, The Awakening (pf)

• Winch, Tara June, Swallow the Air (pf)

• Bryson, Bill, A Short History of Nearly Everything (nf)

• Guevara, Ernesto ‘Che’, The Motorcycle Diaries (nf)

or

Drama (d) or film (f) or Shakespearean drama (S)

• Gow, Michael, Away (d)

• Harrison, Jane, Rainbow’s End from Cleven, Vivienne et al, Contemporary Indigenous Plays (d)

• Lee, Ang, Life of Pi (f)

• Shakespeare, William, The Tempest (d/S*)

* In order to satisfy the text requirements of the different English courses, The Tempest is classified as a

drama text for the Standard course and as a Shakespearean drama text for the Advanced course.

or

Poetry

• Dobson, Rosemary

‘Young Girl at a Window’, ‘Wonder’, ‘Painter of Antwerp’, ‘Traveller’s Tale’, ‘The Tiger’, ‘Cock

Crow’, ‘Ghost Town: New England’

• Frost, Robert

‘The Tuft of Flowers’, ‘Mending Wall’, ‘Home Burial’, ‘After Apple-Picking’, ‘Fire and Ice’,

‘Stopping by Woods on a Snowy Evening’

• Gray, Robert

‘Journey: the North Coast’, ‘The Meatworks’, ‘North Coast Town’, ‘Late Ferry’, ‘Flames and

Dangling Wire’, ‘Diptych’

or

Media

• Nasht, Simon, Frank Hurley – The Man Who Made History

• O’Mahoney, Ivan, Go Back to Where You Came From – Series 1, Episodes 1, 2 and 3 and The

Response

Specific editions of the set texts are listed. Schools, however, may use any suitable edition of the text

selected, if the specified edition is unavailable. Where a text is quoted in an examination it will be from

the listed edition.

10

Modules and Electives In the HSC course, students must choose one of the prescribed electives from EACH of the

HSC Modules A, B and C.

The electives and text list will be prescribed in an English Stage 6 support document.

Electives and texts will be subject to periodic evaluation and review.

Each module shows how content and/or texts function within it. Modules are:

Module A – Experience Through Language

Module B – Close Study of Text

Module C – Texts and Society

Electives

Each elective requires:

• the integration of the modes of reading, writing, listening, speaking, viewing and

representing as appropriate

• responding to and composing texts

• the integrated study of language and text

• examination of a variety of textual forms.

MODULE A: Experience Through Language

This module requires students to explore the uses of a particular aspect of language. It

develops students’ awareness of language and helps them understand how our perceptions of

and relationships with others and the world are shaped in written, spoken and visual language.

(Reread English Stage 6 Syllabus, word format p 30.)

Standard, Module A: Experience Through Language

Elective 1: Distinctive Voices

In their responding and composing, students consider various types and functions of voices in

texts. They explore the ways language is used to create voices in texts, and how this use of

language affects interpretation and shapes meaning. Students examine one prescribed text, in

addition to other related texts of their own choosing that provide examples of distinctive

voices.

Students will choose one of the following texts as the basis for their further exploration of the

elective Distinctive Voices.

Prose fiction

• Levy, Andrea, Small Island

or

11

Drama

• Lawler, Ray, Summer of the Seventeenth Doll

or

Poetry

• Komninos

‘back to melbourne’, ‘hillston welcome’, ‘cobar, july 1993’, ‘eat’, ‘noura from narooma’,

‘thomastown talk’

• Paterson, AB ‘Banjo’

‘Clancy of the Overflow’, ‘In Defence of the Bush’, ‘Old Pardon, the Son of Reprieve’,

‘A Bush Christening’, ‘Mulga Bill’s Bicycle’, ‘Saltbush Bill, J.P.’

or

Nonfiction or film

• Speeches (nf):

John F Kennedy – Inaugural Address, 1961

Indira Gandhi – ‘The True Liberation of Women’, 1980

Severn Cullis-Suzuki – Address to the Plenary Session, Earth Summit, 1992

Paul Keating – Funeral Service of the Unknown Australian Soldier, 1993

Aung San Suu Kyi – Nobel Lecture, 2012

Barack Obama – Inaugural Address, 2013

• Perkins, Rachel, One Night the Moon (f)

12

Standard, Module A: Experience Through Language

Elective 2: Distinctively Visual

In their responding and composing, students explore the ways the images we see and/or

visualise in texts are created. Students consider how the forms, features and language of

different texts create these images, affect interpretation and shape meaning. Students examine

one prescribed text, in addition to other related texts of their own choosing that provide

examples of the distinctively visual.

Students will choose one of the following texts as the basis for their further exploration of the

elective Distinctively Visual.

Prose fiction

• Lawson, Henry

‘The Drover’s Wife’, ‘The Bush Undertaker’, ‘In a Dry Season’, ‘The Loaded Dog’

• Lohrey, Amanda, Vertigo

or

Drama

• Misto, John, The Shoe-Horn Sonata

or

Poetry

• Stewart, Douglas

‘Lady Feeding the Cats’, ‘Wombat’, ‘The Snow-Gum’, ‘Nesting Time’, ‘The Moths’,

‘The Fireflies’, ‘Waterlily’, ‘Cave Painting’

or

Film

• Lee, Ang, Crouching Tiger, Hidden Dragon

• Tykwer, Tom, Run Lola Run

Module B: Close Study of Text

This module requires students to engage in detailed analysis of a text. It develops students’

understanding of how the ideas, forms and language of a text interact within the text and may

affect those responding to it.

Each elective in this module involves close study of a single text from a list of prescribed

texts.

Students engage with the text to respond imaginatively, affectively and critically. They

explore and analyse particular characteristics of the text, considering how these shape

meaning. They also consider the ways in which these characteristics establish the text’s

distinctive qualities. Composition focuses on meaning shaped in and through the text. These

compositions may be realised in a variety of forms and media.

(Refer to the English Stage 6 Syllabus, word format, pp 32–33.)

13

Standard, Module B: Close Study of Text

Students choose one text from one of the listed types of text.

Prose fiction

• Day, Marele, The Life and Crimes of Harry Lavender

• Haddon, Mark, The Curious Incident of the Dog in the Night-time

or

Drama

• Rankin, Scott, Namatjira

• Shakespeare, William, The Merchant of Venice

or

Poetry

Students choose one of the following poets for study. All listed poems for that poet

constitute the prescribed text.

• Noonuccal, Oodgeroo

‘Municipal Gum’, ‘Artist Son’, ‘The Past’, ‘China…Woman’, ‘Reed Flute Cave’,

‘Entombed Warriors’, ‘Visit to Sun Yat-Sen Memorial Hall’

• Owen, Wilfred

‘The Next War’, ‘Anthem for Doomed Youth’, ‘Dulce Et Decorum Est’, ‘Insensibility’,

‘Futility’, ‘Strange Meeting’

or

Nonfiction (nf) or film (f) or multimedia (mm)

• Funder, Anna, Stasiland (nf)

• Howard, Ron, A Beautiful Mind (f)

• Australian War Memorial website (mm)

Module C: Texts and Society

This module requires students to explore and analyse texts used in a specific situation.

It assists students’ understanding of the ways that texts communicate information, ideas,

bodies of knowledge, attitudes and belief systems in ways particular to specific areas of

society. (Refer to the English Stage 6 Syllabus, word format, p 33.)

14

Standard, Module C: Texts and Society

Elective 1: Exploring Interactions

In this elective, students explore and analyse a variety of texts that portray the ways in which

individuals live, interact and communicate in a range of social contexts. These contexts may

include the home, cultural, friendship and sporting groups, the workplace and the digital

world. Through exploring their prescribed text and texts of their own choosing, students

consider how acts of communication can shape, challenge or transform attitudes and beliefs,

identities and behaviours. In their responding and composing, students develop their

understanding of how the social context of individuals’ interactions can affect perceptions of

ourselves and others, relationships and society.

Students will choose one of the following texts as the basis for their further exploration of this

elective.

Prose fiction

• Anderson, MT, Feed

or

Drama

• Enright, Nick, A Man with Five Children

• Miller, Arthur, All My Sons

or

Poetry

• Watson, Ken (ed), The Round Earth’s Imagined Corners

Sujata Bhatt, ‘The Stare’; Carol Ann Duffy, ‘Head of English’, ‘Yes, Officer’;

UA Fanthorpe, ‘Reports’, ‘Not My Best Side’; Gwyneth Lewis, ‘Peripheral Vision’,

‘Good Dog!’

or

Nonfiction (nf) or film (f)

• Gaita, Raimond, Romulus, My Father (nf)

• Down, Elissa, The Black Balloon (f)

15

Standard, Module C: Texts and Society

Elective 2: Exploring Transitions

In this elective, students explore and analyse a variety of texts that portray the ways in which

individuals experience transitions into new phases of life and social contexts. These

transitions may be challenging, confronting, exciting or transformative and may result in

growth, change and a range of consequences for the individual and others. Through exploring

their prescribed text and other related texts of their own choosing, students consider how

transitions can result in new knowledge and ideas, shifts in attitudes and beliefs, and a

deepened understanding of the self and others. Students respond to and compose a range of

texts that expand our understanding of the experience of venturing into new worlds.

Students will choose one of the following texts as the basis for their further exploration of this

elective.

Prose fiction

• Burke, JC, The Story of Tom Brennan

or

Drama

• Russell, Willy, Educating Rita

• Valentine, Alana, Shafana and Aunt Sarrinah

or

Poetry

• Herrick, Steven, The Simple Gift

or

Nonfiction (nf) or film (f)

• Pung, Alice, Unpolished Gem (nf)

• Daldry, Stephen, Billy Elliot (f)

Specific editions of the set texts are listed at the end of this document. If the specified

edition is unavailable, however, schools may use any suitable edition of the text selected.

Where a text is quoted in an examination question, it will be from the listed edition.

16

HSC Examination Rubrics

English (Standard) and (Advanced)

Paper 1 – Area of Study

Section I

In your answers you will be assessed on how well you:

• demonstrate understanding of the way perceptions of discovery are shaped in and

through texts

• describe, explain and analyse the relationship between language, text and context

Section II

In your answer you will be assessed on how well you:

• express understanding of discovery in the context of your studies

• organise, develop and express ideas using language appropriate to audience, purpose and

context

Section III


• demonstrate understanding of the concept of discovery in the context of your study

• analyse, explain and assess the ways discovery is represented in a variety of texts


context

17

HSC Examination Rubrics

English (Standard)

Paper 2 – Modules

Section I – Module A: Experience Through Language


• demonstrate understanding of how distinctive voices or the distinctly visual are created

in texts

• demonstrate understanding of the meanings shaped through distinctive voices or the

distinctly visual


form

Section II – Module B: Close Study of Text


• demonstrate understanding of a text’s distinctive qualities and how these shape meaning

• evaluate the text’s language, content and construction


form

Section III – Module C: Texts and Society


• demonstrate understanding of the ways texts and meaning are shaped by context

• organise, develop and express ideas using language appropriate to audience, purpose

and form

18

English (Standard) HSC Examination Specifications

The exam will consist of a written paper worth 40 marks and a second written paper

worth 60 marks. Paper 1 will be common to the Standard and Advanced courses.

Paper 1: Area of Study (40 marks)

Paper 1 will be marked out of 45 marks and the mark for each candidate will be

converted to a mark out of 40.

Time allowed: 2 hours plus 10 minutes reading time.

The paper will consist of three sections.

Section I (15 marks)

• There will be one question to the value of 15 marks.

• This question will consist of a number of short answer parts.

• The question will be based on unseen texts related to the Area of Study Discovery

Section II (15 marks)


• Candidates will be required to compose or adapt a text for a specific context,

purpose and audience.

Section III (15 marks)

• There will be one question to the value of 15 marks

• The question will require a sustained response based on the Area of Study and

prescribed texts.

Paper 2: Modules (60 marks)

Time allowed: 2 hours plus 5 minutes reading time.

Section I – Module A: Experience Through Language (20 marks)


• The question will require a sustained response based on the candidate’s chosen

elective.

Section II – Module B: Close Study of Texts (20 marks)



elective.

Section III – Module C: Texts and Society (20 marks)



elective.

19

PERFORMANCE BANDS DESCRIPTIONS

ENGLISH - STANDARD AND ADVANCED

The typical performance in this band:

Band 6 • demonstrates extensive, detailed knowledge, insightful understanding and

sophisticated evaluation of the ways meanings are shaped and changed by

context, medium of production and the influences that produce different

responses to texts.

• displays a highly developed ability to describe and analyse a broad range of

language forms, features and structures of texts and explain the ways these

shape meaning and influence responses in a variety of texts and contexts.

• presents a critical, refined personal response showing highly developed skills

in interpretation, analysis, synthesis and evaluation of texts and textual detail.

• exhibits an ability to compose imaginatively, interpretively and critically with

sustained precision, flair, originality and sophistication for a variety of

audiences, purposes and contexts in order to explore and communicate ideas,

information and values.

Band 5 • demonstrates detailed knowledge, perceptive understanding and effective

evaluation of the ways meanings are shaped and changed by context, medium

of production and the influences that produce different responses to texts.

• displays a well developed ability to describe and analyse a broad range of

language forms, features and structures of texts and explain the ways these

shape meaning and influence responses in a variety of texts and contexts.

• presents a critical personal response showing well developed skills in

interpretation, analysis, synthesis and evaluation of texts and textual detail.


flair, originality and control for a variety of audiences, purposes and contexts

in order to explore and communicate ideas, information and values.

Band 4 • demonstrates sound knowledge and understanding of the way meanings are

shaped and changed by context, medium of production and the influences that

produce different responses to texts.

• displays ability to describe and analyse a range of language forms, features and

structures of texts and explain the ways these shape meaning and influence

responses in a variety of texts and contexts.

• presents a sound critical personal response showing developed skills in

interpretation and analysis of texts.


confidence and control for a variety of audiences, purposes and contexts in

order to explore and communicate ideas, information and values.

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Band 3 • demonstrates generalised knowledge and understanding of the ways meanings

are shaped and changed by context, medium of production and the influences

that produce different responses to texts.

• displays ability to describe a limited range of language forms, features and

structures of texts and convey an awareness of the ways these shape meaning

and influence responses in a variety of texts and contexts.

• presents a response showing some evidence of interpretation and analysis of

texts.


variable control in using language appropriate to audience, purpose and

context in order to explore and communicate ideas, information and values.

Band 2 • demonstrates elementary knowledge and understanding of the ways meanings

are shaped and changed.

• displays ability to recognise and comment on basic language forms, features

and structures of texts.

• presents an undeveloped response showing recognition of the main ideas in

texts.

• exhibits an ability to compose with some awareness of audience, purpose and

context in order to explore and communicate ideas and information.

Band 1

Glossary This glossary includes words and expressions that are used with particular reference in the

syllabus.

aesthetic Having an appreciation of beauty.

affective Relating to a thoughtful consideration and evaluation of emotions

and values associated with an idea or set of ideas.

appropriated text A text which has been taken from one context and translated into

another. The process of translation allows new insights into the

original text and emphasises contextual differences between the

two.

assess To establish the value of a particular idea or text.

collaborative An interactive approach to teamwork that enables students to

learning combine their individual skills and resources to generate creative

solutions to mutually defined problems.

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composing The activity that occurs when students produce written, spoken, or

visual texts. Composing typically:

• involves the shaping and arrangement of textual elements to

explore and express ideas and values

• involves the processes of imagining, drafting, appraising,

reflecting and refining

• depends on knowledge and understanding and use of texts, their

language forms, features and structures.

concept A concept is an abstract idea derived or inferred from specific

instances or occurrences. In the context of an Area of Study,

‘concept’ typically operates in and through language and text which

enables ideas and experiences to be organised and at the same time

shapes meaning and inferences.

context The range of personal, social, historical, cultural and workplace

conditions in which a text is responded to and composed.

conventions Accepted practices or features which help define textual forms and

meaning.

creative thinking The ability to think laterally and imaginatively looking at all sides

of an issue and devising interesting and imaginative solutions.

critical thinking The ability to think using hypothesis and deduction as a way to

question, interpret and draw conclusions.

culture The social practices of a particular people or group, including

shared beliefs, values, knowledge, customs and lifestyle.

elective A unit of work, a text or group of texts, designed to deliver aspects

of course content chosen by teachers and students from a list

prescribed by the Board of Studies in accordance with syllabus

requirements.

electronic media Media technology, such as television, the internet, radio, teletext

and email, that communicates with large numbers of people.

evaluate To estimate the worth of a text in a range of contexts and to justify

that estimation and its process.

explore To examine closely and experiment with texts.

flexible thinking The ability to change or adapt information and ideas to present a

different perspective or create something new.

genre A category of text that can be recognised by specific aspects of its

subject matter, form and language.

imaginative The ability to think divergently, to generate original ideas by

thinking drawing on emotional and cognitive experiences.

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interpretation Explanation of meaning within the context of one’s own

understanding.

language forms The symbolic patterns and conventions that shape meaning in

and features texts. These vary according to the particular mode or medium of

production of each text.

language modes Listening, speaking, reading, writing, viewing and representing.

These modes are often integrated and interdependent activities used

in responding to and composing texts. It is important to realise that:

any combination of the modes may be involved in responding to or

composing print, sound, visual or multimedia texts; and

the refinement of the skills of any one of the modes develops skills

in the others. Students need to build on their skills in all language

modes.

literacy A synthesis of language, thinking and contextual practices through

which meaning is shaped. ‘Effective literacy is intrinsically

purposeful, flexible and dynamic’ (Dawkins, J, Australia’s

Language: The Australian Literacy and Language Policy, AGPS,

1991) and involves interactions in a range of modes and through a

variety of media.

meaning The dynamic relationship between text and responder involving

information (explicit and implicit), the affective and the contextual.

meaning in and This expression implies that meaning variously

through texts • resides in texts

• is a dynamic process through which responders engage with

texts, and

• involves the incorporation of understanding gained through texts

into a wider context.

medium The physical form in which the text exists or through which the text

is conveyed.

module A component of a course in the syllabus. The modules in the HSC

courses contain prescribed electives and texts.

paradigm Organising principles and underlying beliefs that form the basis of a

set of shared concepts.

perspective A way of regarding situations, facts and texts and evaluating their

relative significance.

popular culture Cultural experiences widely enjoyed by members of various groups

within the community.

recreating texts Transforming texts to explore how changes in particular elements of

a text affect meaning.

reflection The thought process by which students develop an understanding

and appreciation of their own learning. This process draws on both

cognitive and affective experience.

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register The use of language in a text appropriate for its purpose, audience

and context. A register suited to one kind of text may be

inappropriate in another.

representation The ways ideas are portrayed through texts.

representing The language mode that involves composing images by means of

visual or other texts. These images and their meaning are composed

using codes and conventions. The term can include such activities

as graphically presenting the structure of a novel, making a film,

composing a web page, or enacting a dramatic text.

responding The activity that occurs when students read, listen to or view texts.

It encompasses the personal and intellectual connections a student

makes with texts. It also recognises that students and the texts to

which they respond exist in social and cultural contexts.

‘Responding’ typically involves:

• reading, listening and viewing that depend on, but go beyond,

the decoding of texts

• identifying, comprehending, selecting, articulating, imagining,

critically analysing and evaluating.

structures of The relationships of the different parts of a text to each other

texts and to the text as a complex whole.

synthesis The collecting and connecting of many specific elements or ideas

from various sources to form something new.

systems of Principles and processes which combine to allow people to

valuation ascribe value to texts.

technology The knowledge, tools and processes used to create the medium in

which the text exists or through which the text is conveyed.

texts Communications of meaning produced in any medium that

incorporates language, including sound, print, film, electronic and

multimedia representations. Texts include written, spoken,

nonverbal or visual communication of meaning. They may be

extended unified works or series of related pieces.

textual integrity The unity of a text; its coherent use of form and language to

produce an integrated whole in terms of meaning and value.

value (verb) To estimate or assign worth to a text; to consider something to have

worth.

value (noun) A quality desirable as a means or an end in itself.

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Remember to use the TXXXC framework for each paragraph as well as the whole

response. Develop your “thesis” and support it with relevant examples and/or

references to texts. Make sure that you do what the key word asks you to and get those

“5 extra marks”!

HSC VERBS AND DEFINITIONS

ACCOUNT FOR State reasons for, report on, explain, give an account of, narrate a series

of events or transactions

ANALYSE Identify components and the relationship between them, draw out and

relate implications

APPLY Use, utilise, employ in a particular situation

ASSESS Make a judgment of value, quality, outcomes, results or size. Give your

opinion with facts.

CLARIFY Make clear or plain

COMMENT ON Identify and write about the main issues, give reactions based on what

you’ve read and/or researched

COMPARE Show how things are similar or different (hint – use a Venn diagram),

show the relevance of the similarities / differences

CONTRAST Show how things are different or opposite

CRITICALLY (analyse / evaluate) Add a degree or level of accuracy, depth, knowledge

and understanding, logic, questioning, reflection and quality to

analysis/evaluation

DEFINE State meaning and identify essential qualities, give the exact meaning of

DEMONSTRATE Show by example

DESCRIBE Provide characteristics and features of the item / concept, outline the main

events

DISCUSS Identify issues and provide points for and/or against, investigate or

examine by argument, examine the implications

DISTINGUISH (between) Recognise and indicate as being distinct or different from, to

note differences

between things

EVALUATE Make a judgment and give your opinion based on criteria, determine the

value of, assess and give your judgment about the merit, importance or

usefulness of something

EXAMINE Inquire into, find out the facts, look closely into something

EXPLAIN Relate cause and effect, make the relationships between things evident,

provide the why and/or how about the item / concept, make clear why

something happens

EXPLORE Examine thoroughly, consider from a variety of viewpoints

HOW DOES By what means – consider the processes, techniques, steps and ideas

behind the issue/s or concept/s

IDENTIFY Recognise and name

ILLUSTRATE Make something clear and explicit, giving examples and/or evidence

INTERPRET Draw meaning from, show the meaning and relevance of data or other

material presented

INVESTIGATE Plan, inquire into and draw conclusions about

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JUSTIFY Support an argument or conclusion with evidence and examples, show

why a decision or conclusion/s was/were made

OUTLINE Sketch in general terms, indicate the main points / features / general

principles of

PREDICT Suggest what may happen based on available information

PROPOSE Put forward a point of view, idea, argument or suggestion for

consideration or action

RECOMMEND Specify a path / course / action and provide reasons in favour

RELATE Show similarities and differences between items / concepts

STATE Give the main features briefly and clearly

SUMMARISE Concisely express the relevant details

SYNTHESISE Putting together the various elements to make a whole

TO WHAT EXTENT Consider how far something is true (or not true) or contributes to a

final outcome

WHY For what causes, reason or purpose, on what account does/did

something happen/occur

Some useful websites for Study Guides and Strategies:

• libguides.csu.edu.au/HSC

• www.boardofstudies.nsw.edu.au

• www.boredofstudies.org

• www.studygs.net

• www.tale.edu.au/tale4students

www.cli.nsw.edu.au

(Each of the universities’ websites also has tips and guides, so try a search under their names.)

http://www.hsc.csu.edu.au/

http://www.boardofstudies.nsw.edu.au/

http://www.boredofstudies.org/

http://www.studygs.net/

http://www.tale.edu.au/

http://www.cli.nsw.edu.au/

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