Advanced English - Modules Module A: Comparative Study of Texts and Context The comparative study of texts in relation to historical or cultural contexts. Module B: Critical Study of Texts A single text study – the evaluation of ideas and indicative expression. Module C: Representation and Text The study of how textual forms, choice of language and perspectives represent information, processes and ideas.

Students will come to value and appreciate: the role of language in developing positive interaction and cooperation their developing skills as users of English the pleasure and diversity of language and literature the role of language and literature in their lives the study and use of English as a key to learning reflection on their own processes of responding, composing and learning English as a language of communication and culture appropriateness, subtlety and aesthetics in language use.

Module A: Comparative Study of Texts and Context The comparative study of texts in relation to historical or cultural contexts. This module requires students to compare texts in order to explore them in relation to their contexts. It develops students’ understanding of the effects of context and questions of value.

Students examine ways in which social, cultural and historical context influences aspects of texts, or the ways in which changes in context lead to changed values being reflected in texts. This includes study and use of the language of texts, consideration of purposes and audiences, and analysis of the content, values and attitudes conveyed through a range of readings.

Students develop a range of imaginative, interpretive and analytical compositions that relate to the comparative study of texts and context. These compositions may be realised in a variety of forms and media.

Notes from the marking centre General Comments Elective 2 was the most popular elective with approximately 40% of all candidates attempting the question on Frankenstein and BladeRunner. Better responses developed a thesis which addressed the question and demonstrated a strong conceptual understanding of the module and the elective. These responses embedded an evaluation of the relationship between text and context in the analysis of the texts and thus revealed a wide-ranging understanding of context and how that was reflected in texts. These responses also incorporated an analysis of the ways in which a comparative study invited deeper understanding of the concepts suggested by the question. Weaker responses tended to make connections between texts often through lengthy description and recount. They were explanatory and narrative rather than analytical. These responses did not demonstrate evaluative judgements and treatment of context was often superficial or absent. Textual references were often not well selected or integrated into the discussion of the two texts studied.

Notes from the marking centre Question 1 – Exploring Connections Better responses demonstrated a conceptual understanding of the module and a deeper understanding of ambition, place, relationships or suffering and identity through detailed analysis and evaluative comments both implicit and explicit. The relationship between texts and contexts was evaluated and textual reference was detailed and selected discerningly. A discriminating feature was a candidate’s ability to engage with the terms of the question and shape a response accordingly. Weaker responses adopted a more literal approach to the question and confined the discussion to the more thematic elements of the texts and making simple connections between texts. Treatment of context was not integrated into the discussion and was frequently a series of listed facts rather than an understanding of context as influencing the texts being discussed. These responses often lacked appropriate textual detail and occasionally showed an unbalanced treatment of texts.

Module B: Critical Study of Texts This module requires students to explore and evaluate a specific text and its reception (how people respond to it) in a range of contexts (historical, social, cultural). It develops students’ understanding of questions of textual integrity (whether or not the text – characters – settings are consistent and believable… within the context of the text and the responder).

Each elective in this module requires close study of a single text to be chosen from a list of prescribed texts.

Students explore the ideas expressed in the text through analysing its construction (second person narrative and present continuous “ing), content (imagery, description, figurative language techniques) and language (working class Aussie vernacular!). *** *** first three paragraphs – immiedately draws the reader into the action

They examine how particular features of the text contribute to textual integrity.

They research others’ perspectives of the text and test these against their own understanding and interpretations of the text.

Students discuss and evaluate the ways in which the set work has been read, received and valued in historical and other contexts.

They extrapolate (infer, estimate value, predict) from this study of a particular text to explore questions of textual integrity and significance.

Students develop a range of imaginative, interpretive and analytical compositions that relate to the study of their specific text. These compositions may be realised in a variety of forms and media.

Answer the question in a SEPARATE writing booklet. Section II — Module B: Critical Study of Texts 20 marks Attempt ONE question from Questions 3–9 Allow about 40 minutes for this section Answer the question in a SEPARATE writing booklet. Extra writing booklets are available. In your answer you will be assessed on how well you: __________________________________________ demonstrate an informed understanding of the ideas expressed in the text evaluate the text’s language, content and construction organise, develop and express ideas using language appropriate to audience, purpose and form

(b) Tim Winton, Cloudstreet Through its portrayal of human experience, Winton’s Cloudstreet reinforces the significance of hope. To what extent does your interpretation of Cloudstreet support this view? In your response, make detailed reference to the novel.

Through its portrayal of human experience, Winton’s Cloudstreet reinforces the significance of hope. In showing everyday lives and experiences, Cloudstreet supports the idea that Hope is a very important part of people’s lives.

To what extent does your interpretation of Cloudstreet support this view? To what degree (to no extent? To some extent? To an inconsistent extend? To complete extent?) does my understanding and analysis of Cloudstreet agree with the view that hope is a significant part of the human experience?