1. Stage 2 English Pathways
Using Text Analysis to engage students in
Stage 2 English Pathways

2. School-based Assessment (70%)
Assessment Type 1: Text Analysis (30%)
three or four responses
at least one oral (maximum of 5 minutes), or multimodal form of equivalent length
at least one written (maximum of 800 words)

3. Assessment Type 1: Text Analysis (30%)
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 short story collection, an instructional manual, a biography)
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).

4. Assessment Type 1: Text Analysis (30%)
The texts should achieve at least two of the following purposes:
To entertain or engage a reader or listener (e.g. an imaginative or informational narrative text)
To persuade or communicate a point of view (e.g. an editorial, a blog, a documentary, etc.)
To communicate observations or information (e.g. a report, a review, a web page, a recount, a television news report or a documentary, etc.)

5. Assessment Type 1: Text Analysis (30%)
Responses to texts could include:
an oral presentation with visual images
a creative response such as a first-person narrative
a review of a film or print text
an essay
a website
a monologue

6. Assessment Type 1: Text Analysis (30%)
Students provide evidence of their learning in Text Analysis according to the following assessment design criteria:
knowledge and understanding
analysis
application
communication

7. S2 English Pathways Assessment Plan: Do You Want to Know More?
Term
Assessment components / texts
SUMMATIVE TASKS
Weightings 1
Text Production #1:
To communicate observations or information 8%
Text Analysis #1: Trash (novel)
Creative response 6%
Text Analysis #2: Slumdog Millionaire (feature film P1)
Analytical essay 2
Text Production #2: oral
To entertain or engage a reader or listener
10%
Text Production #3: various
To persuade or communicate a point of view
Text Analysis #3: Waltz with Bashir (feature film P3) 3
Text Analysis #4: Starship Troopers (feature film P1)
Three short reviews promoting alternate ‘readings’
Text Production #4: parody
12%
SCHOOL ASSESSMENT
Sub-total
70% 4
EXTERNAL ASSESSMENT
Language Study
30%
100%

8. Trash (novel P1)
A ‘global issues’ novel for adolescent s grafted onto a revenge / heist adventure story

9. Trash (novel P1) You Tube footage – Author interviews
Documentaries on Manilla’s Smoky Mountain and the orphanage upon which Mulligan based his novel

10. Trash (novel P1)
Task foci – exploring characterisation, themes, & narrative POV through:
Creative retelling
Interrogating the text

11. Trash (novel P1) Linked text:
Waste Land – documentary about Brazilian artist Vik Muniz’s work with the catadores or recycling pickers of the world’s largest dumpsite, Jardim Gramacho
Tiaõ is the young, charismatic President of ACAMJG (the Association of Recycling Pickers of Jardim Gramacho), a co-operative to improve the lives of his fellow catadores. Inspired by the political texts he found in the waste, Tiaõ had to convince his co-workers that organizing could make a difference. Tiaõ has been picking since he was 11 years old.

12. Slumdog Millionaire (feature film P1)
Post-colonial rags-to-riches romance as Bollywood riff

13. Slumdog Millionaire (feature film P1)
Task focus – exploring film techniques in a thematic context through the detailed reading of a scene
Oral presentation

14. Slumdog Millionaire (feature film P1)

15. Slumdog Millionaire (feature film P1)
But just how ‘innovative’ is the film?
“Despite Slumdog Millionaire’s numerous flashbacks and its Indian characters, setting, and story depicting a young man’s struggles with dire poverty, Hindu nationalism, and Mumbai globalization, the film’s overall narrative structure adheres to the classical storytelling practices of Hollywood cinema during the Studio Era and afterward.”

16. Waltz with Bashir (feature film P3)
An animated war documentary as psychic quest into national traumas

17. Waltz with Bashir (feature film P3)
Task focus – exploring themes & film techniques through the analytical discussion of a scene
DVD commentary

18. Waltz with Bashir (feature film P3)
Teaching tools –
Film Education study guide
H.O. on how to speak in a DVD commentary
‘Quality’ DVD commentaries as models. e.g.:
Expert critics (Once Upon a Time in the West 30th an.ed. DVD w. Christopher Frayling, Bertolucci, etc.)
Author (The Soloist – Joe Wright)

19. Waltz with Bashir (feature film P3)

20. Waltz with Bashir (feature film P3)

21. Waltz with Bashir (feature film P3)

22. STARSHIP TROOPERS (feature film P3)
A multivalent text masquerading as a Sci-Fi action war film which divided audiences and critics

23. STARSHIP TROOPERS (feature film P3)
“… directed by Paul Verhoeven, a Dutchman who often films violent Sci-Fi films, including Robocop and Total Recall. His … small number of thrillers [..] have been condemned as being sexist, verging on misogynistic, such as Showgirls and Basic Instinct.”
Leith Daniel

24. Starship Trooper’s place in The Story of Film

25. STARSHIP TROOPERS (feature film P3)
Teaching tools –
Leith Daniel’s intro/leading Qs + study guide
Still photos worksheet
Alt. readings worksheet
Essay on its cultural critique of American society, media and propaganda

26. STARSHIP TROOPERS (feature film P3)
Task focus – exploring multiple interpretations of a text via audience & context
Film reviews
Model response to Pirates of the Caribbean
Student responses

27. TEACH