A summary of 2016 English Course at Shepparton High School

1. VCE English
Units 1 & 2

2. Rationale
The English language is central to the way in which
students understand, critique and appreciate their world,
and to the ways in which they participate socially,
economically and culturally in Australian society.
The study of English encourages the development of
literate individuals capable of critical and imaginative
thinking, aesthetic appreciation and creativity.

3.  The mastery of the key knowledge and skills dealt with
in this subject underpins effective functioning in the
contexts of study and work, as well as productive
participation in a democratic society in the Twenty-First
Century.

4. Structure
The study is made up of 4 units. In Year 11 you will complete Units 1
& 2 in Year 12 you will complete Units 3 & 4
Unit 1
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.
Unit 2
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.

5. Areas of Study
There are two areas of study in
Unit 1 & 2 English:
Area of Study 1 –
Reading and responding to texts
Area of Study 2 -
Analysing and presenting argument

6. Structure
Unit 1:
 Area of Study 1. Reading and responding to texts -
 students respond analytically to one text and creatively to
another
 Area of Study 2. Analysing and presenting argument (POV
+ Analysis)
 *One assessment in this unit must be an oral
Unit 2:
 Area of Study 1. Reading and comparing texts - a
comparative response to two texts
 Area of Study 2. Analysing and presenting arguments
(POV + Analysis)

7. Assessment: English
UNIT 1 – Outcomes
To receive a satisfactory completion for this Unit the
students need to demonstrate achievement in the following
set of outcomes.
 Outcome 1: Produce analytical and creative responses to
texts
 .
Outcome 2: Analyse how argument and persuasive
language can be used to position audiences, and create their
own texts intended to position audiences.
 .

8. School Assessed Course
Work
Achievement of each outcome must be
demonstrated in a selection of assessment
tasks.
1. Analytical responses to text and creative
responses to text.
2. Analytical responses to persuasive texts and
production of texts to position an audience
*There will be a mid-year exam, which will be a
factor in the assessment of outcomes one and two.

9. Assessment: English
UNIT 2 – Outcomes
To receive a satisfactory completion for this Unit the
students need to demonstrate achievement in the
following set of outcomes.
Outcome 1: Compare the presentation of ideas, issues
and themes in the two texts Stolen and Skin
Outcome 2: 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.

10. School Assessed Course
Work
Achievement of each outcome must be demonstrated
in a selection of assessment tasks. These include:
1. Comparative, analytical responses to two texts.
2. Participation in and leadership of discussion
groups; analytical responses to persuasive texts and
production of texts to position an audience
*There will be a final exam, which will be a factor in the
assessment of outcomes one and two.

11. Unit 1: Area of Study 1-Texts
 You must write a creative response on one text and an
analytical response on the other.
Creative Response Text – The Turning by Tim Winton
which is a collection of short stories which link to each
other.
And you must write an Analytical Response essay on:
Montana 1948 by Larry Watson. This novel is written in
1993.

12. Creative Response to a text
 In Years 11 and 12 English you will write creative responses
to a text that you have studied. This will require you to make
some choices about the various elements that make up your
creative response to the text.
 A good step is to work out what aspect of the text you plan
to use. You can use ideas, issues, themes, concepts,
character, language, voice, mood, setting, and the writer’s
views and values, to name just a few. Remember:
 Your response must show that you understand the text.
 You must develop your own perspective on the text and use
this to inform your writing.

13. Set on the coast of Western
Australia, Tim Winton’s stunning
collection of connected stories is
about turnings of all kinds –
changes of heart, slow
awakenings, nasty surprises and
accidents, sudden detours,
resolves made or broken. Brothers
cease speaking to each other,
husbands abandon wives and
children, grown men are haunted
by childhood fears. People
struggle against the weight of their
own history and try to reconcile
themselves to their place in the
world. With extraordinary insight
and tenderness, Winton explores
the demons and frailties of
ordinary people whose lives are
not what they had hoped.

14. Creative response to a text:
Class Task
 Read the short story The Pedestrian by Ray Bradbury.
 Write a creative response using the ideas/themes, or
character and language in the text.
 When planning your creative text response, you must
be aware of how your choices about purpose and
audience affect the choices you make about such
matters as form, structure, language, voice and point of
view.
 Write an explanation explaining your choices.

15. The events of that small-town
summer forever alter David
Hayden's view of his family:
his self-effacing father, a
sheriff who never wears his
badge; his clear sighted
mother; his uncle, a charming
war hero and respected
doctor; and the Hayden's
lively, statuesque Sioux
housekeeper, Marie Little
Soldier, whose revelations are
at the heart of the story. It is a
tale of love and courage, of
power abused, and of the
terrible choice between family
loyalty and justice.

16. Levels of Analysis – analytical response
Character/Event Level
 Student writes about the story and characters of a text
Theme Level
 Student writes about the story and characters of a text
 ..and how the stories and characters represent themes/ideas
Text Construction Level
 and how the author purposefully constructs literary features
 Student writes about the story and characters of a text
 ..and how the stories and characters represent themes/ideas
 ..and how literary elements impact on the reader

17. Analyse the orientation of this text

18. Unit 2: Area of Study 1 - Reading and
Comparing Texts
 Students explore how the features of texts,
including structures, conventions and language
convey ideas, issues and themes that reflect and
explore the world and human experiences.
 an understanding of the ideas, issues and themes
 presented in texts
 the ways authors convey ideas, issues and themes
in texts

19. Unit 2: Area of Study 1
Comparative essay
 How do both texts explore...?
 In what ways are both/do both...?
 Fundamental to both texts’ exploration of...is...
 While both texts explore..., one text...
 Each of these stems could also be preceded by
a quote from each text.

20. Features of a comparative essay:
 Succinct summaries of the text that focus on specific elements to be compared (i.e the
role of the protagonist/the setting/literary devices)
 A big picture statement that discusses the idea/theme that is being compared in the
text.
 Transition phrases/words such as ‘similarly’ or ‘however’ that creates points of
comparison and contrast between sentences.
 Comparative describing words such as ‘each’, ‘both’ or ‘the two...’ which couple the
texts together.
 Topic sentences that focus on both texts.
 Topic sentences that focus on an idea that will be compared.
 A variety of ways of referring to each text (i.e Stolen/’s play/text, the narrative of the
Stolen Generation),

21. Senior English
Skills Builder
is an essential
text for students
to help build
student skills,
that are
necessary
for success in
the two areas of
study in VCE
English Units 1
& 2.

22. Area of Study 2: Analysing and
presenting argument
 The media has a significant effect on our lives. We are
constantly bombarded with information from
newspapers, magazines, television, radio and the
internet, and this information often tries to influence us
to see things in a particular way. To be media-savvy,
intelligent consumers of information, we need to be
able to distinguish between fact and opinion, to identify
bias and to
 be wise to the various strategies writers use to shape
our views.

23. Language Analysis
Language Analysis is understanding arguments as
presented in texts and how they position the audiences
through reason and logic, and the persuasive use of
written, spoken and visual language.
 What are the words and phrases used to describe how the
author is crafting an argument?
 How does the author build the credibility of
 their position in a persuasive piece?
 What phrases does the author use to build a case?

24. In this section you will learn how to:
 identify different types of persuasive texts and their
features
 identify and analyse how writers develop an argument
and the strategies commonly employed by writers to
position readers to think, act and respond in
accordance with the writer’s intention
 identify and analyse how visual material can be used to
influence readers
 use argument and persuasive strategies to present
your point of view on an issue.

25.  Understand and begin to master public speaking
 understand the importance of pace, pitch and pause as
well as gestures
 plan your oral point of view.

26.  Newspapers contain a range of articles and features
designed to inform us and shape our opinions. In the
majority of newspapers, the most important news
stories are reported on the first three pages. The
comment or opinion columns, letters to the editor and
political cartoons are located with, or very close to, the
editorial.
 However, newspapers are not the only forms used to
persuade! Persuasion can be found in blog posts,
newsletters, speeches, text messages and
advertisements, to name just a few.
 In this unit, you will develop your ability to identify
different types of persuasive texts, and deepen your
understanding of the features of persuasive texts.

27. ‘Being Positioned’: author’s intention,
context, form, audience and language
 In Year 10, 11 and 12, you will learn to understand how
an author puts forward an argument. Writers make
choices about context, form, audience and language, in
seeking to position readers to respond in accordance
with their intention.
 Each of these aspects is interrelated.
 For example, the choices writers make about language
will depend upon their specific audience: who they are
trying to persuade.

28. Students will learn the relationship between form,
language, context, audience and intention

29. Task 1
 Handout from Senior English Skills Builder.

30. Identifying the writer’s views
and values
 Texts do not appear from nowhere. We are all
influenced by our environment and experiences. You
need to be aware of the views and values – beliefs and
ideas – presented in a text.
 Consider the attitudes of people who lived when the
text is set and think about the views that are presented
in the text.
 What sort of a social world is represented?
 Also, consider the background of the author.