Wyong High School

English Studies

HSC Course

Course Overview

2015

Aim The aim of English Studies is to enable students to understand, use, enjoy and value the English language in its various textual forms and to become thoughtful, imaginative and effective communicators in a diverse and changing society.

Course structureThe Stage 6 English Content Endorsed Course is a 240-hour study consisting of a 120-hour Preliminary course and a 120-hour HSC course. Each course is comprised of a mandatory module and a series of additional modules to satisfy the following pattern.

In each of the Preliminary and HSC years students are required to:

• read, view, listen to and compose a wide range of texts, including print texts and multi-modal texts

• undertake study of at least one substantial print text and at least one substantial multi-modal text

• be involved in planning, research and presentation activities as part of one individual and/or one collaborative project

• engage with the community through avenues such as visits, surveys, interviews, work experience, listening to guest speakers and/or excursions

• develop a portfolio of texts they have planned, drafted, edited and presented in written, graphic and electronic forms across all the modules undertaken during the year.

HSC Course:

• The module ‘We are Australians – English in citizenship, community and cultural identity’ is mandatory in the HSC course.

• Students will study a total of 3-5 different modules (including the mandatory module). The additional modules are selected from the following list:

- Telling us all about it – English and the media- On the road – English and the experience of travel- Digital worlds – English for the web- Playing the game – English in sport- Landscapes of the mind – English and the creative arts- The way we worked – English for exploring the past through industrial

events in Australia- In the marketplace – English and the world of business- Discovery and investigation – English and the sciences- Part of the family – English and family life- The big screen – English in film-making- Local heroes – English and community life- Who do I think I am? – English and the self- MiTunes and text – English and the language of song

Objectives and Outcomes

Through the study of English Studies students will: experience and develop knowledge, understanding and appreciation of various

forms of texts, exploring the ideas and values of those texts and how language and other techniques are used in the texts to convey meaning

develop skills in reading, listening and viewing and in writing, speaking and representing, to enrich their personal lives and to consolidate a sound basis for current and future education, careers and citizenship

develop knowledge, understanding and skills in using language accurately, effectively and appropriately for a range of purposes, audiences and contexts

develop skills in planning and working both individually and collaboratively, and reflect on learning.

English Studies Objectives English Studies Outcomes

Students will experience and develop knowledge, understanding and appreciation of various forms of texts, exploring the ideas and values of those texts and how language and other techniques are used in the texts to convey meaning.

1.1 analyses extended and short texts in a range of forms to gain knowledge, understanding and appreciation of how English is used to convey meaning1.2 explains the ideas and values of the texts1.3 explains how language and other techniques are used to convey meaning in extended and short texts in a range of forms1.4 produces a range of texts that demonstrate knowledge, understanding and skills gained in conveying meaning through language and other techniques

Students will develop skills in reading, listening and viewing and in writing, speaking and representing, to enrich their personal lives and to consolidate a sound basis for current and future education, careers and citizenship.

2.1 comprehends sustained written, spoken and multi-modal texts at an appropriate level to enrich their personal lives and to provide a sound basis for current and future education, careers and citizenship2.2 demonstrates further development of skills in expression in English at an appropriate level of accuracy and fluency to enrich their personal lives and to provide a sound basis for current andfuture education, careers and citizenship2.3 demonstrates skills in using the language conventions of a variety of textual forms, including literary texts, informative texts and texts for vocational contexts

Students will develop knowledge, understanding and skills in using language accurately, effectively and appropriately for a range of purposes, audiences and contexts.

3.1 recognises a range of purposes for and contexts in which language is used and selects appropriate text forms, vocabulary, style and tone when writing and speaking for those purposes3.2 recognises a range of audiences and selects appropriate text forms, vocabulary, style and tone when writing and speaking for those audiences

Students will develop skills in planning and working independently and collaboratively and reflect on learning.

4.1 plans and organises to complete tasks or projects, both individually and collaboratively4.2 works effectively, both as an individual and within a group, to research, select, organise and communicate information and ideas related to a variety of topics

HSC Standard English

Scope and Sequence

This scope and sequence maps the approximate timing for each unit to commence and end.

Assessment task 2 will take place at the beginning of week 8, term 1. Assessment task 3 will take place at the end of week 5, term 2. Assessment task 4 will take place at the end of week 4, term 3.

Week Term 4 - 2014 Term 1 - 2015 Term 2 - 2015 Term 3 - 20151 We are

AustraliansThe Happiest

Refugee

The Big ScreenStrictly Ballroom

Part of the FamilyMuriel’s Wedding

MiTunes and TextVarious Song Lyrics

2 Assessment Task 4Design a compilation

compact discRevision3

4

5 Assessment Task 3Planning a WeddingMiTunes and TextVarious Song Lyrics

Assessment Task 5Course Exam

6

7 Skills Work

8 Assessment Task 2Advertising

Portfolio9 Assessment Task 1

Interview of a ‘notable’

AustralianSkills Work

Part of FamilyMuriel’s Wedding

10

11

Course Assessment - The components, weightings and tasks for the HSC Standard English course are detailed below.

Task What will be assessed? How will it be assessed? When? Where? Weight Outcomes Assessed

1 We are Australians:English in citizenship, community and

cultural identityAhn Do: The Happiest Refugee

+Additional Texts

Interview of a ‘notable’ Australian Week 9Term 4, 2014

Home/School 25% 1.1, 1.3, 2.1,2.2, 2.3, 4.1

2 The Big Screen:English in film-making

Baz Luhrmann: Strictly Ballroom+

Additional Texts

Advertising portfolio Week 8Term 1, 2015

Home/School 15% 1.1, 1.3, 2.1,3.1, 4.1, 4.2

3 Part of the family:English and family life

P.J. Hogan: Muriel’s Wedding+

Additional Material

Planning a Wedding Week 5Term 2, 2015

Home/School 15% 1.2, 3.21, 3.1,3.2, 4.1, 4.2

4 MiTunes and text:

English and the language of songVarious song lyrics

Design a compilation compact disc Week 2Term 3, 2015

Home/School 15% 1.2, 1.3, 2.2,2.3, 3.2, 4.2

5 We are AustraliansThe Big Screen

Part of the familyMiTunes and text

Course Exam Week 5-6 Term 3, 2015

School 30% 1.1, 1.2, 2.2,2.3, 3.1, 3.2

TOTAL 100

LANGUAGE TECHNIQUES

These are used by composers of texts; playwrights, poets, authors, advertisers, script writers and YOU in your everyday speech and in your writing… basically language techniques are used by anyone who writes or creates a text.

But first of all…

What is a text?

A text is a piece of writing and/or visual material. It can be a:

Novel short story poem play advertisement script (for television, radio etc) visual advertisement (on a bus, in a magazine, a poster, a leaflet) play script comic strip cartoon magazine newspaper film television series photograph painting artwork

And there’s more…

Language techniques are used for several reasons. You will often be asked in essays and exams, to discuss the effect of techniques. Listed below are some of those reasons or effects- these are the meanings that are created through the use of techniques.

To engage the responder of a text So the responder can better understand what is trying to be communicated by the

composer of the text- to gain insight, heighten understanding etc To evoke emotions such as humour, suspense, fear, sadness, happiness etc To better communicate the themes of a text To create tone and atmosphere To persuade or convince a reader of a certain point of view or message So the responder can more personally relate to the text So we remember the text

You need to be able to identify in any given text:

WHEN a technique has been used WHAT the name of the technique is WHERE the technique has been used (quote it) WHY it has been used (what meaning has been created because this technique has

been used)

This last dot point is where a lot of students become confused. If you get stuck on this point, have a look back up at the dot points that list some of the reasons why we use techniques and you will find some answers…

1. Alliteration

The repetition of a consonant (letter other than a vowel) sound in words that are closely placed together.

Example: She sells sea sells by the sea shore.

Here, the consonant “S” has been repeated several times.

Alliteration will not always be so obvious. If you’re unsure, read the sentence aloud and see if a consonant sound is being repeated.

2. Anthropomorphism

When animals are given human characteristics. Similar to personification only instead of non-living objects being given human characteristics, ANIMALS or GODS are given human characteristics.

Example: The dog grinned when he was given a bone.

Example: In Euripides’ Medea, Medea has both Goddess and human qualities

3. Assonance

Very similar to Alliteration only it is the repetition of a vowel sound (a, e, I, o, u) in words that are closely placed together.

Example: The sound of the hound in the pound upset me.

Here the vowel sound “ound” has been repeated. Remember with both assonance and alliteration the words do not have to be one after the other

4. Black comedy

Black comedy is used in a humorous text, with a cynical view of the world. The use of black comedy will often highlight the injustices faced by society because of attitudes, behaviours and institutional or social structures. We often laugh even though we know we shouldn’t and we feel slightly guilty or naughty for it.

For example in the television series Breaking Bad, light hearted, happy music will play while Jessie is completing an extremely immoral task (like murdering someone) and we laugh, even though we know it’s not funny at all. We are laughing at the morbid situation and the fact that society is not functioning the way it is supposed to.

5. Cliché

A phrase, expression or concept that was once vivid and exciting, but which has been used so often that it lacks real meaning. They are boring and predictable try not to use these in your writing! Just know how to identify it in other peoples writing.

Examples: “It was love at first sight”

“Believe it or not…”

“At the end of the day…”

6. Contrast

This is used to draw attention to how things are different or opposite. When 2 images or concepts are placed in close proximity to each other we realise how different they really are.

Example: The yin yang symbol. The black looks even darker because it’s placed beside the white which looks even brighter next to the black.

Remember though that contrast does not just refer to colours. Ideas, characters and situations can also be contrasted.

Example: In the new Alice in Wonderland (with Johnny Depp) the Queen of Hearts is contrasted with the White Queen. We compare them because they are sisters yet so different in nature and appearance. This contrast makes The Queen of Hearts look even more evil and The White Queen even more good and pure.

John Foulcher uses visual imagery to contrast the images of love and celebration against that of war and violent death in his poem “Pictures from the War”. This contrast of the positive and negative effects of war makes us realise what the world has lost in an attempt to achieve peace.

7. Direct speech

This is used to indicate when a particular person is speaking. It should be surrounded by quotation marks.

Example: In the Death Cab for Cutie lyrics from the song “Follow you into the Dark”

In Catholic school as vicious as Roman ruleI got my knuckles bruised by a lady in blackAnd I held my tongue as she told me"Son fear is the heart of love"So I never went back

Here, we realise the persona is quoting the Nun from his Catholic School because of the use of direct speech. This allows us to feel as though we are there being spoken to directly. It is more clear than someone’s interpretation of what was said.

8. Descriptive/Emotive language

Language specifically used to evoke an emotional response. It can be used to gain positive reactions

Example: ethereal, gorgeous, dainty

Or it can be used to gain negative reactions

Example: charred, vain, foul

9. Humour

Funny or amusing aspects, making us laugh or smile. The use of humour enables a composer of a text to attract and keep our attention.

Example: In the 2004 film Mean Girls when a student says to Janice “Nice wig Janice, what’s it made of?” she replies “YOUR MOTHERS CHEST HAIR!”

10. Hyperbole

Verbal or written exaggeration. Your parents use hyperbole all the time…

Example: “I’ve asked you a million times today to clean your bedroom! It looks like a pigsty!”

11. Imagery

The picture or image created in our minds by a writer’s choice of words. It appeals to our intelligence by being witty, clever or original or to our emotions through the five senses: taste, smell, sound, sight and touch.

12. Intertextuality

When a text refers to (mentions) or quotes another text.

Example: In Morton Rhue’s novel The Wave Laurie is referred to as Anne Frank. This is an intertextual reference to the life of Anne Frank which was documented in her diary The Diary of Anne Frank which has been published. Laurie is hiding out for fear of reprisal from her peers, who are pressuring her to join The Wave. We draw similarities between Laurie and Anne, as Anne was also forced to hide out during WWII to escape the Nazis.

Example: There are many intertextual references in the film Shrek. For instance when Shrek says to Donkey “That’ll do Donkey, that’ll do.” This is quoting the film Babe. There are also many characters in Shrek who are from other texts such as Sleeping Beauty, Snow White and Rapunzel. These are all intertextual references.

13. Metaphor

A comparison between two unlike things that goes further than a simile does. A metaphor states that one thing IS another thing. It is a strong and powerful comparison. A metaphor can be carried throughout a text, in this case it is called an extended metaphor.

Example: Chris is a dog.

Here, we are expected to look more closely at the boy to determine why he is being called a dog. Perhaps he betrayed his mates or perhaps he is acting like a wimp or he may be eating messily, like a dog. It would depend on the context of the statement.

14. Onomatopoeia

When the sound of a word is the same as its meaning.

Example: TICK TOCK not only means the sound a clock makes but it also sounds like the sound a clock makes. Bang, crash, moo, quack, plop are all examples of onomatopoeia.

15. Oxymoron

An intentional contradiction between two words that are placed closely together.

Example: In Shakespeare’s Romeo and Juliet “Parting is such sweet sorrow”.

How can sorrow be sweet? Perhaps because the love is so sweet it makes it even more sorrowful when they must part.

16. Personification

When a non-living object or thing, is given human characteristics.

Example: In Shel Silverstein’s picture book The Giving Tree, the tree is called a “she”, she talks to the boy and has feelings and in the drawings she moves like a human, crossing her branches so they look like arms.

17. Pun

Play on words. A pun is dependent upon two words sounding similar, or there being two meanings for the same word.

Example: The Life Savers lollie commercial urges us to “get a hole lot more out of life”. This is a pun on the words whole/hole and it reminds us that life saver lollies have a hole in the middle of them. We visualise it and that makes us want to eat one. Often puns are used in newspaper headlines and advertisements because they attract attention.

18. Repetition

Repeating words phrases or verses in a text. Advertisers will repeat the name of their product several times to ensure we remember it or to reinforce an important point.

Example: Martin Luther King used repetition very successfully in his speech “I Had a Dream”.

Some repetition is used carelessly though, and is a sign of poorly constructed sentences.

Example: Monica loved English so much because Miss Ball was her favourite English teacher and she liked to study English.

Obviously the word English has been used too many times here, and the sentence should be reconstructed to sound better.

19. Rhetorical Question

A question that does not require or expect an answer. Often these are used to convince responders of a particular point of view.

Example: When a teacher says “Do I have to wait all day for you to settle down?” The teacher does not want or expect an answer from you and he or she is assuming that you will get the message and settle down. This is a rhetorical question

20. Rhyme

The repetition of the sound at the end of words.

Example: Directed and expected.

Fast and last

21. Rhythm

The natural flow of a text. The combination of stressed and unstressed syllables in the way words are presented or spoken. Rhythm is the pulse or the heartbeat of a text. It is the energy, language without rhythm would be boring and monotonous.

22. Sarcasm

Bitter or cutting speech, designed to hurt the person to whom it is directed. It is often confused with satire which is not as personal an attack and is used to change behaviour or attitudes. Sarcasm is just mean

Example: When one of your friends is excited and tells you something they thought you hadn’t heard before and you reply “Ohhh Nar, really?” This makes the friend feel stupid and it puts them down.

23. Satire

A text that ridicules human beings (the weaknesses, hypocrisies and failings of both individuals and society as a whole) with the intention of bringing about change. Satire is not just mocking; its use is to stop the responder (you) from ,making the same mistakes as another, or to inspire the responder to do something about the situation. Sometimes it’s just used to increase awareness about the way things are.

Example: The Chasers Television series on the ABC. The Chaser team were always satirising the media and politicians.

Also, street artist Banksy uses satire in a lot of his work.

24. Simile

A comparative figure of speech that uses “like” or “as” to compare two things. Not as powerful as a metaphor.

Example: As happy as a pig in mud.

She acted like a pig in mud.

25. Slang

Informal language that is distinctive to a particular social group. It enhances social belonging to a group. Teenagers often use slang that will change depending on trends.

Example: “Oh that’s filth”

Think of what slang you use…

26.Stanza

A group of lines in a poem, similar to a paragraph in a novel. Stanzas are usually linked by a rhyming scheme or a rhythm/beat.

26. Symbolism

Something that represents a theme or idea.

Example: A red rose on Valentines Day is a symbol of love and passion.

The Yin Yang is a symbol of peace.

Dark clouds arriving in a film may be symbolic of trouble ahead for the characters.

FILM TECHNIQUES

Directors of films will sometimes use the above techniques in the dialogue of the script, however there is a whole range of other techniques used to create meaning in films. The director will manipulate the following components.

Costumes Set designs (The background/environment) Music Lighting Cinematography (camera angles, editing etc) Make up Special effects Sound effects

Assessment Tracking Sheet:

Module Type Mark

We are Australians Individual Task

Interview

- Speech

- Content

/15

/15

The Big Screen Group Task

Advertising Portfolio

- Review

- Newspaper advertisement

- Website

/15

/15

/15

Part of the Family Group Task

Planning a Wedding

- Invitation

- Reception to budget

- Honeymoon to budget

- Extended writing

/15

/15

/15

/15

MiTunes and text Individual Task

Design a compilation compact disc

- Front and back cover

- Liner notes

/20

/30

Course Exam: Individual Task

Section 1

Section 2

Section 3

Section 4

/20

/20

/20

/20

The components and marks allocated are subject to change.