A Beginner’s Guide to …. English Pathways Stage 1 or Stage 2 Handy hints from one school’s perspective.

How things fit and where to put them in the year How things fit and where to put them in the year? School Assessment 70% Text Analysis 30% - three or four responses for text analysis Text Production 40% - four assessments for text production External Assessment 30% One Language Study Planner

Text Analysis The texts should be chosen from at least two of the following three text types: an extended prose, verse, or electronic text (e.g. a novel, a graphic novel, a collection of short stories, a biography, an instructional manual) a visual or media text (e.g. a display advertisement, a web page, a film, a documentary, a training text) a creative/aesthetic text (e.g. poetry, song lyrics, a dramatic performance).

Read and respond to three or four different texts that achieve at least two of the three purposes below To entertain or engage a reader or listener To persuade or communicate a point of view To communicate observations or information A written response should be a maximum of 800 words. An oral presentation should be a maximum of 5 minutes; a response in multimodal form should be of equivalent length.

To entertain or engage a reader or listener Novel Study Framework Film Study Framework To persuade or communicate a point of view Advertisement Study Resource 1, 2 Framework To communicate observations or information Documentary/ news report Girlpower

Text Production Produce four texts that achieve at least two of the three purposes To entertain or engage a reader or listener Monologue Framework To persuade or communicate a point of view Restaurant review Resource Report To communicate observations or information Information Resource undertake at least one of the texts in oral or multimodal form and at least one of the texts in written form. A written text should be a maximum of 800 words. An oral presentation should be a maximum of 5 minutes; a text in multimodal form should be of equivalent length.

Language Study 2000 words Students could use one or more of the following suggestions to structure their study: The ways in which audience expectations influence the use of language. How technology is used to facilitate communication. The extent to which group or individual identity is formed or maintained through language. The use of language for aesthetic purposes. Ways in which language or texts may support or restrict the participation of marginalised groups in the community. The effectiveness of the combination of different elements of texts to communicate ideas, instructions, or information. The extent to which concepts such as politeness or appropriateness moderate use of language. The formal or informal use of language. The use of specialised language or terms that include some people but exclude others. How language is used to persuade, or to influence decisions. The extent to which the choice and use of language have changed over time. How individuals new to a community are helped to use the language of the community. The creative and imaginative application of language. Possible obstructions to, and support for, effective communication in the community. The community’s use of words or phrases from other languages. The extent to which globalisation has caused changes to the use of language in the community. Regional impacts on the use of language in the community. The use of language as a reflection of different levels of power or influence in the community. Ways in which the use of language in the community challenges or reinforces the concept of Standard Australian English. Ways in which euphemisms are used in the community. Findings from the language study could be presented in one of the following forms: predominantly written, incorporating appropriate visual elements such as tables or images produced and presented in multimodal form. PAGE 29