In this unit, students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts and create their own texts intended to position audiences. Students develop their skills in creating written, spoken and multimodal texts. The text for this unit is ‘Growing Up Asian in Australia’ edited by Alice Pung.

AREA OF STUDY 1

In this area of study students explore how meaning is created in a text. Students identify, discuss and analyse decisions authors have made. They explore how authors use structures, conventions and language to represent characters, settings, events, explore themes, and build the world of the text for the reader. Students investigate how the meaning of a text is affected by the contexts in which it is created and read. The texts set as the focus of this area of study should have literary merit and be worthy of close study. These texts may be fiction or non-fiction and presented in written, spoken or multimodal forms.

Students consider the similarities and differences between texts, developing awareness that some features are specific to texts, while others are similar across texts. Students are encouraged to draw on prior knowledge and supplementary material to broaden and deepen their understanding of texts. Students practise their listening and speaking skills through discussion, developing their ideas and thinking in relation to the texts studied. Students develop the ability to respond to texts in written and spoken and/or multimodal forms. They develop analytical responses dealing with the ways in which texts convey meaning and various points of view on key issues. They use planning and drafting to test and clarify their ideas, and editing for clear and coherent expression. They include textual evidence appropriately and craft their writing for convincing and effective presentation. In developing creative responses to texts, students explore how purpose and audience affect the choices they make as writers in developing ideas and planning work, making choices about structure, conventions, and language to develop voice and style. They practise the skills of revision, editing and refining for accuracy and stylistic effect.

OUTCOME 1

On completion of this unit the student should be able to produce analytical and creative responses to texts. To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 1.

AREA OF STUDY 2

In this area of study students focus on the analysis and construction of texts that attempt to influence an audience. Students read a range of texts that attempt to position audiences in a variety of ways. They explore the use of language for persuasive effect and the structure and presentation of argument. They consider different types of persuasive language, including written, spoken, and visual, and combinations of these, and how language is used to position the reader. Students consider the contention of texts; the development of the argument including logic and reasoning, tone and bias; and the intended audience.

Students consider how authors craft texts to support and extend the impact of an argument. In considering the presentation of arguments in oral form, students also learn about the conventions of oral communication for persuasive purposes. Students consider the persuasive impact of tone, diction and audience engagement in the presentation of a viewpoint. They practise their listening and speaking skills through discussion and debate, developing their own arguments and critiquing the arguments of others. Suitable texts may be drawn from a variety of sources and may be written, spoken or multimodal. Appropriate texts could include editorials, letters to the editor, opinion and comment pieces, reviews, speeches or transcripts of speeches, advertisements, essays, radio or television excerpts, cartoons and other forms of print and digital media.

Students practise written analysis of the presentation of argument and the use of language to position the intended audience. They craft and present reasoned, structured and supported arguments and experiment with the use of language to position audiences. In developing an argument or analysis, they draft, revise and edit to clarify and critique their thinking, and for technical accuracy, coherence, persuasive effect and quality of evidence.

OUTCOME 2

On completion of this unit the student should be able to analyse how argument and persuasive language can be used to position audiences, and create their own texts intended to position audiences. To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 2.

ASSESSMENT TASKS

1. Analytical text response to ‘Growing Up Asian in Australia’ edited Alice Pung - 40 marks
2. Creative response to ‘Growing Up Asian in Australia’ edited by Alice Pung - 20 marks
3. Analysing Arguments: Short-Answer Questions and Extended Response - 20 marks
4. Presenting Arguments: Oral Persuasive Speech with Statement of Intention - 20 marks
5. Semester Exam - 60 marks

In this unit students compare the presentation of ideas, issues and themes in texts. They analyse arguments presented and the use of persuasive language in texts and create their own texts intended to position audiences. Students develop their skills in creating written, spoken and multimodal texts. The texts for study for this unit are ‘Parvana’ written by Deborah Ellis and ‘He Named Me Malala’ directed by Davis Guggenheim

AREA OF STUDY 1

In this area of study students explore how comparing texts can provide a deeper understanding of ideas, issues and themes. They investigate how the reader’s understanding of one text is broadened and deepened when considered in relation to another text. Students explore how features of texts, including structures, conventions and language convey ideas, issues and themes that reflect and explore the world and human experiences, including historical and social contexts.

Students practise their listening and speaking skills through discussion, developing their ideas and thinking in relation to the texts studied. The texts set as the focus of this area of study should have literary merit, be worthy of close study and facilitate comparative study. Students produce a written comparison of selected texts, discussing important similarities and differences, and exploring how the texts deal with similar or related ideas, issues or themes from different perspectives. They develop an understanding of the choices available to writers and creators of texts, and the ways in which comparing texts can offer an enriched understanding of ideas, issues or themes. They use the features of written analysis and textual evidence soundly and appropriately, dealing in detail with the ideas encountered in the texts. They draft, revise, edit and refine for technical accuracy, and for clear, coherent and effective presentation of the insights gained through comparison.

OUTCOME 1

On completion of this unit the student should be able to compare the presentation of ideas, issues and themes of ‘Parvana’ by Deborah Ellis and ‘He Named Me Malala’ directed by Davis Guggenheim..

AREA OF STUDY 2

In this area of study students build on their understanding of argument and the use of persuasive language in texts that attempt to influence an audience. Students consider a range of texts where the primary purpose is to convince an audience to share a point of view. They develop an understanding of how texts are constructed for specific persuasive effects by identifying and discussing the impact of argument and persuasive language used to influence an audience.

Students practise developing and presenting reasoned points of view on issues of contemporary social relevance. In constructing arguments students focus on the logical development of their own ideas, and select evidence and language to support their arguments. In addition to developing critical analysis of the use of language and the presentation of argument in texts, students practise presenting arguments and points of view in writing. They draft, revise and edit their writing to clarify and critique their thinking, and for precision and coherence in argument and quality of evidence. They craft for persuasion using a range of language features intended to position an audience to share the point of view expressed. They use the features of texts appropriately and include accurate referencing and acknowledgment.

OUTCOME 2

On completion of this unit the student should be able to identify and analyse how argument and persuasive language are used in text/s that attempt to influence an audience, and create a text which presents a point of view.

ASSESSMENT TASKS

1. Comparative Essay of ‘Parvana’ by Deborah Ellis and ‘He Named Me Malala’ directed by Davis Guggenheim - 50 marks
2. Analysing Arguments: Analysing Arguments: Short-Answer Questions and Extended Response - 30 marks
3. Presenting Arguments: Persuasive Essay - 20 marks
4. Semester Exam - 60 marks

In this unit students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts. The texts for study for this unit are ‘I am Malala’ written by Malala Yousafzai with Christina Lamb and ‘Like a House on Fire’ written by Cate Kennedy.

AREA OF STUDY 1

In this area of study students identify, discuss and analyse how the features of selected texts create meaning and how they influence interpretation. In identifying and analysing explicit and implied ideas and values in texts, students examine the ways in which readers are invited to respond to texts. They develop and justify their own detailed interpretations of texts. Students prepare sustained analytical interpretations of selected texts, discussing how features of the texts create meaning and using textual evidence to support their responses. They use planning and drafting to test and clarify their ideas, and editing to produce clear and coherent expression. They craft their writing for convincing and effective presentation.

Students present sustained creative responses to selected texts, demonstrating their understanding of the world of the texts and how texts construct meaning. In developing a creative response they explore issues of purpose and audience and make key choices about structure, conventions and language. They develop a credible and effective voice and style and use the chosen features of the selected text, for example characters, narrative or dialogue, to offer an interpretation of the selected text. They produce and share drafts, practising the skills of revision, editing and refining for stylistic and imaginative effect.

OUTCOME 1

On completion of this unit the student should be able to produce an analytical interpretation of Cate Kennedy’s ‘Like a House on Fire’ and a creative response to ‘I am Malala’ by Malala Yousafzai with Christina Lamb.

AREA OF STUDY 2

In this area of study students analyse and compare the use of argument and language in texts that debate a topical issue. The texts must have appeared in the media since 1 September of the previous year. Students read and view media texts in a variety of forms, including print, non-print and multimodal, and develop their understanding of the way in which language and argument complement one another in positioning the reader. Considering information about the purpose, audience and context of a text, students explore the argument of a persuasive piece, and the way written, spoken and visual language is used. In considering these, students examine the ways that persuasive language is used to express an argument and how this may strengthen or detract from the intended impact of a text. Students develop written and spoken critical analyses of the use of argument and language in written, spoken, and/or multimodal texts, including analysis of the quality of the reasoning presented and the use of features intended to position audiences. They compare different written texts presenting argument on similar ideas or issues, considering different ways authors use language to express arguments. They produce drafts and practise the skills of revision and editing for clarity and coherence in analysis and accuracy in the use of language.

OUTCOME 2

On completion of this unit the student should be able to analyse and compare the use of argument and persuasive language in texts that present a point of view on an issue currently debated in the media.

AREA OF STUDY 3

In this area of study students develop and refine their listening skills. They listen to a range of spoken texts and use active listening strategies to understand information, ideas and opinions presented in texts. Listening skills are developed in the context of Areas of Study 1 and 2 and specific speaking and listening activities. Students develop skills to understand spoken texts on a literal and inferential level, demonstrating an understanding of how spoken texts construct meaning for a variety of listeners. This understanding includes the relationship between the speaker/s and their audience, the purpose of the spoken text and the speaker’s views and attitudes and how these affect the structure and language of the spoken text.

Spoken texts refer to texts from a range of contexts, such as conversations, narratives, speeches, interviews, lectures, radio. Some spoken texts may be supported by written or visual material, such as television news reports. Students use information about the context to support their understanding of the spoken text. Students demonstrate their understanding through a range of spoken, written and visual forms, including class discussion, note-taking, graphic organisers and responses to short-answer questions.

OUTCOME 3

On completion of this unit the student should be able to comprehend a spoken text.

ASSESSMENT TASKS

1. Analytical Text Response to ‘Like a House on Fire’ by Cate Kennedy’ - 40 marks
2. Creative Text Response to ‘I am Malala’ by Malala Yousafzai with Christina Lamb
3. Analyses and Comparison of Arguments: Short-Answer Questions - 10 marks
4. Analyses and Comparison of Arguments: Extended Response - 30 marks
5. Listening Test - Two Unseen Texts - 20 marks

AREA OF STUDY 1

In this area of study students explore the meaningful connections between two texts. They analyse texts, including the interplay between character and setting, voice and structure, and how ideas, issues and themes are conveyed. By comparing the texts, they gain a deeper understanding of the ideas, issues and themes that reflect the world and human experiences.

Students produce a written analysis comparing selected texts, discussing important similarities and differences and exploring how the texts deal with similar or related ideas, issues or themes from different perspectives to reflect particular values. Through discussion and preparatory drafting they compare in detail the ideas encountered in the texts and the features of the texts on which the comparison is based. They use planning and drafting to test and clarify their ideas, and edit for clear and coherent expression of them. They apply the conventions of written analysis and textual evidence. They draft, revise and edit for clarity, coherence and technical accuracy, and refine for effective presentation of the insights gained through comparison.

OUTCOME 1

On completion of this unit the student should be able to produce a detailed comparison which analyses how two selected texts present ideas, issues and themes. The set texts are ‘I am Malala’ by Malala Yousafzai with Christina Lamb and ‘Made in Dagenham’ directed by Nigel Cole

AREA OF STUDY 2

In this area of study students build their understanding of both the analysis and construction of texts that attempt to influence audiences. They use their knowledge of argument and persuasive language as a basis for the development of their own persuasive texts in relation to a topical issue that has appeared in the media since 1 September of the previous year. This area of study focuses on the construction of persuasive texts. Students use their understanding of argument and language as the basis for the development of an oral presentation of their points of view.

Students draw on their knowledge to express their viewpoints through arguments and persuasive language selected specifically to position an audience. Students use discussion and writing to clarify their thinking and develop a viewpoint on an issue, to plan and prepare an argument and its supporting evidence, and to develop and prepare any materials to support an oral presentation. Students identify approaches to positioning the audience that are appropriate to the issue.

Students also consider how oral conventions may be used to influence the audience and refine these through rehearsal. Students develop, test and practise argument, critically analysing their own developing text. Students reflect on their intentions in positioning the reader and consider how their use of language expresses their argument. They explore options for language use for audience engagement and persuasive effect. They use the conventions of spoken texts appropriately, draw on evidence soundly and include accurate acknowledgment.

OUTCOME 2

On completion of this unit the student should be able to construct a sustained and reasoned point of view on an issue currently debated in the media.

ASSESSMENT TASKS

1. Comparative Essay of ‘I am Malala’ written by Malala Yousafzai with Christina Lamb and ‘Made in Dagenham’ directed by Nigel Cole - 60 marks
2. Persuasive Oral Presentation - Statement of Intention - 10 marks
3. Oral Speech - 30 marks
4. Final Exam - 50% of total marks for Units 3 & 4

Please note all school assessed coursework is moderated with the external exam