Wyong High School
Standard English
HSC Course
Course Overview
2015
1
Aim
The aim of English Stage 6 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.
HSC English (Standard) Course Requirements
In the HSC English (Standard) course, students reflect on and demonstrate the
effectiveness of texts for different audiences and purposes.
Course Requirements
Text Requirements
 the close study of at least FOUR TYPES OF PRESCRIBED TEXT, one drawn from
EACH of the following categories:
– prose fiction
– drama
– poetry
– nonfiction or film or media or multimedia texts
 a wide range of additional related texts and textual forms
Study in the HSC course requires close study of particular texts, supported by
students’ own wide reading.
HSC English (Advanced) course requirements
At least FIVE TYPES OF PRESCRIBED TEXT, one drawn from EACH of the following categories:
1. Prose Fiction
2. Drama
3. Poetry
4. Nonfiction or film or media or
multimedia
A different type of prescribed text must be studied in the Area of Study and each of the three
modules.
2
Key Terms in the Study of English
Responding is the activity that occurs when students read, listen to, or view texts. It
encompasses the personal and intellectual connections a student makes with texts. It also
recognises that students and the texts to which they respond reflect social contexts.
Responding typically involves:
 reading, listening and viewing that depend on, but go beyond, the decoding of texts
 identifying, comprehending, selecting, articulating, imagining, critically analysing and
evaluating.
Composing is the activity that occurs when students produce written, spoken, or visual
texts. Composing typically involves:
 the shaping and arrangement of textual elements to explore and express ideas,
emotions and values
 the processes of imagining, drafting, appraising, reflecting and refining
 knowledge understanding and use of the language forms, features and structures of
texts
Texts in English Stage 6 are communications of meaning produced in any medium that
incorporates language, including sound, print, film, electronic and multimedia. Texts include
written, spoken, nonverbal or visual communication of meaning. They may be extended
unified works or presented as a series of related pieces.
Context is used in its broadest sense. It refers to the range of personal, social, historical,
cultural and workplace conditions in which a text is responded to and composed.
Language modes refers to the modes of listening, speaking, reading, writing, viewing and
representing*. These modes are often integrated and interdependent activities used in
responding to and composing texts in order to shape meaning.
It is important to realise that:
 any combination of the modes may be involved in responding to or composing print,
sound, visual or multimedia texts; and
 the refinement of the skills in any one of the modes develops skills in the others.
Students need to build on their skills in all language modes.
* Representing is the language mode that involves composing images by means
of visual or other texts. These images and their meaning are composed using
codes and conventions. The term can include activities such as graphically
presenting the structure of a novel, making a film, composing a web page, or
enacting a dramatic text.
Language forms and features is the term used to refer to the symbolic patterns and
conventions that shape meaning in texts. These vary according to the particular mode or
medium of production and can include written, spoken, nonverbal or visual communication
of meaning.
Structures of texts is the term used to refer to the relationship of different parts of a text to
each other, and to the text as a complex whole.
3
HSC English (Standard) Course Content
Common Content – Area of Study
An Area of Study is the exploration of a concept that affects our perceptions of ourselves
and our world. Students explore, analyse, question and articulate the ways in which
perceptions of this concept are shaped in and through a variety of texts.
In the Area of Study, students explore and examine relationships between language and
text, and interrelationships among texts. They examine closely the individual qualities of
texts while considering the texts’ relationships to the wider context of the Area of Study.
They synthesise ideas to clarify meaning and develop new meanings. They take into account
whether aspects such as context, purpose and register, text structure, stylistic features,
grammatical features and vocabulary are appropriate to the particular text.
The Area of Study integrates the range and variety of practices students undertake in their
study and use of English. It provides students with opportunities to explore, assess, analyse
and experiment with:

meaning conveyed, shaped, interpreted and reflected in and through texts

ways texts are responded to and composed

ways perspective may affect meaning and interpretation

connections between and among texts

how texts are influenced by other texts and contexts.
Students’ responses to texts are supported by their own composition of, and
experimentation with, imaginative and other texts. They explore ways of representing
events, experiences, ideas, values and processes, and consider the ways in which changes of
form and language affect meaning.
The Area of Study and the prescribed texts will be subject to periodic evaluation and review.
Prescribed texts are:

A range of prescribed texts for the Area of Study from which at least one must be
selected. This text list will be published in an English Stage 6 support document.
In addition, students will explore texts of their own choosing relevant to the Area of Study.
Students draw their chosen texts from a variety of sources, in a range of genres and media.
4
Modules and Electives
In the HSC course, students must choose one of the prescribed electives from EACH of the
HSC Modules A, B and C.
The electives and text list will be prescribed in an English Stage 6 support document.
Electives and texts will be subject to periodic evaluation and review.
Each module shows how content and/or texts function within it. Modules are:
Module A – Experience Through Language
Module B – Close Study of Text
Module C – Texts and Society
Electives
Each elective requires:

the integration of the modes of reading, writing, listening, speaking, viewing and
representing as appropriate

responding to and composing texts

the integrated study of language and text

examination of a variety of textual forms.
Module A: Experience Through Language
This module requires students to explore the uses of a particular aspect of language. It
develops students’ awareness of language and helps them to understand how our
perceptions of and relationships with others and the world are shaped in written, spoken
and visual language.
Each elective in this module requires study of a prescribed text through a key aspect of
language. This provides the basis for the study and use of this aspect of language in other
texts, including texts drawn from students’ own experience.
Students examine particular language structures and features used in the prescribed text
and in a range of situations that they encounter in their daily lives. They explore, examine
and analyse how the conventions of textual forms, language modes and media shape
meaning. Composition focuses on experimentation with variations of purpose, audience and
form to achieve different effects. These compositions may be realised in a variety of forms
and media.
5
Module B: Close Study of Text
This module requires students to engage in detailed analysis of a text. It develops students’
understanding of how the ideas, forms and language of a text interact within the text and
may affect those responding to it.
Each elective in this module involves close study of a single text from a list of prescribed
texts.
Students engage with the text to respond imaginatively, affectively and critically. They
explore and analyse particular characteristics of the text, considering how these shape
meaning. They also consider the ways in which these characteristics establish the text’s
distinctive qualities. Composition focuses on meaning shaped in and through the text. These
compositions may be realised in a variety of forms and media.
Module C: Texts and Society
This module requires students to explore and analyse texts used in a specific situation.
It assists students’ understanding of the ways that texts communicate information, ideas,
bodies of knowledge, attitudes and belief systems in ways particular to specific areas of
society.
Electives in this module are designed around a specific social context and the texts that are
characteristic of and valued within it. Prescribed texts will be drawn from a variety of professional
and social contexts. Students are also required to supplement this study with texts of their own
choosing related to the module.
Students explore the role of textual features in the shaping of meaning in specific contexts.
They develop the communication skills necessary for a wide variety of personal, social,
historical, cultural and workplace contexts. Composition focuses on analysing and
experimenting with textual forms characteristic of the specific contexts. These compositions
may be realised in a variety of forms and media.
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English (Standard) Objectives
Students will develop knowledge and understanding of:

the contexts, purposes and audiences of texts

the forms and features of language, and the structures of texts.
Students will develop skills in:

responding to and composing a range of texts

effective communication

individual and collaborative learning

investigation, imaginative and critical thinking, and synthesis of ideas

reflection as a way to review, reconsider and refine meaning and learning.
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 learning

English as a language of communication and culture

appropriateness, subtlety and aesthetics in language use.
7
English (Standard) Objectives
1.
Students will develop knowledge and
understanding of the contexts, purposes and
audiences of texts.
2.
3.
Students will develop knowledge and
understanding of the forms and features of
language and structures of texts.
4.
5.
6.
Students will develop skills in responding to
and composing a range of texts.
7.
Students will develop skills in effective
communication.
8.
Students will develop skills in individual and
collaborative learning.
9.
10.
Students will develop skills in investigation,
imaginative and critical thinking, and
synthesis of ideas.
11.
Students will develop skills in reflection as a
way to review, reconsider and refine
meaning.
12.
13.
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HSC English (Standard) Outcomes
A student demonstrates understanding
of how relationships between
composer, responder, text and context
shape meaning.
A student demonstrates understanding
of the relationships among texts.
A student develops language relevant
to the study of English.
A student describes and analyses the
ways that language forms and features,
and structures of texts shape meaning
and influence responses.
A student describes the ways different
technologies and media of production
affect the language and structure of
particular texts.
A student engages with a wide range of
texts to develop a considered and
informed personal response.
A student selects appropriate language
forms and features, and structures of
texts to explore and express ideas and
values.
A student articulates and represents
own ideas in critical, interpretive and
imaginative texts.
A student assesses the appropriateness
of a range of processes and
technologies in the investigation and
organisation of information and ideas.
A student analyses and synthesises
information and ideas into sustained
and logical argument for a range of
purposes and audiences.
A student draws upon the imagination
to transform experience and ideas into
text demonstrating control of language.
A student reflects on own processes of
responding and composing.
A student reflects on own processes of
learning.
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
1
2
Term 4 - 2014
Area of Study:
Discovery
12S1 – Robert
Gray
12S2&3 - Away
Term 1 - 2015
Module A:
12S1: Summer of
the 17th Doll
12S2: Douglas
Stewart
Term 2 - 2015
Module C:
The Story of Tom
Brennan
Term 3 - 2015
Module B:
A Beautiful Mind
Assessment Task 4
Module B:
Listening Task
Revision
3
4
5
Assessment Task 3
Module C:
Written Response
+
Portfolio
Module B:
A Beautiful Mind
6
7
8
9
10
Assessment Task 2
Module A:
Panel Discussion
Assessment Task 1
Module C:
Area of Study:
The Story of Tom
Creative Writing
Brennan
+
Speech
Skills Work
11
9
Assessment Task 5
Trial HSC
Revision
+
Skills Work
Course Assessment - The components, weightings and tasks for the HSC Standard English course are detailed below.
Task
1
2
3
4
What will be assessed?
How will it be assessed?
When?
Where?
Weight
Outcomes Assessed
Area of Study: Discovery
12S1: Poetry of Robert Gray
+
Additional Material
12S2&3: Drama
Michael Gow: Away
+
Additional Material
Speech:
Week 9
Term 4, 2014
Home/School
25%
3, 7, 8, 9, 11
Week 8
Term 1, 2015
School
15%
1, 2, 3, 4,
5, 6, 10, 11
Creative Writing
Module A:
12S1: Drama
Ray Lawler: Summer of the 17th Doll
12S2: Poetry of Douglas Stewart
Written Response:
Module C: Prose Fiction
J.C. Burke: The Story of Tom Brennan
+
Additional Material
Written Response
+
Portfolio
Week 5
Term 2, 2015
Home/School
15%
1, 4, 7,
9, 10, 13
Module B: Film
Ron Howard: A Beautiful Mind
Listening Task
Week 2
Term 3, 2015
School
15%
2, 3, 4, 5, 6,
8, 10, 11, 12
Area of Study
Module A
Module B
Module C
Trial HSC Exam
Week 5-6 Term
3, 2015
School
30%
1, 2, 5, 6,
8, 9, 12, 13
5
Panel Discussion
TOTAL
100
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Glossary
This glossary includes words and expressions that are used with particular reference in the
syllabus. Key terms are also discussed in Section 5.
aesthetic
Having an appreciation of beauty.
affective
Relating to a thoughtful consideration and evaluation of emotions
and values associated with an idea or set of ideas.
appropriated text
A text which has been taken from one context and translated into
another. The process of translation allows new insights into the
original text and emphasises contextual differences between the
two.
assess
To establish the value of a particular idea or text.
collaborative
learning
An interactive approach to teamwork that enables students to
combine their individual skills and resources to generate creative
solutions to mutually defined problems.
composing
The activity that occurs when students produce written, spoken, or
visual texts. Composing typically:



involves the shaping and arrangement of textual elements to
explore and express ideas and values
involves the processes of imagining, drafting, appraising,
reflecting and refining
depends on knowledge and understanding and use of texts, their
language forms, features and structures.
concept
A concept is an abstract idea derived or inferred from specific
instances or occurrences. In the context of an Area of Study,
‘concept’ typically operates in and through language and text which
enables ideas and experiences to be organised and at the same time
shapes meaning and inferences.
context
The range of personal, social, historical, cultural and workplace
conditions in which a text is responded to and composed.
conventions
Accepted practices or features which help define textual forms and
meaning.
creative thinking
The ability to think laterally and imaginatively looking at all sides of
an issue and devising interesting and imaginative solutions.
critical thinking
The ability to think using hypothesis and deduction as a way to
question, interpret and draw conclusions.
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culture
The social practices of a particular people or group, including shared
beliefs, values, knowledge, customs and lifestyle.
elective
A unit of work, a text or group of texts, designed to deliver aspects of
course content chosen by teachers and students from a list
prescribed by the Board of Studies in accordance with syllabus
requirements.
electronic media
Media technology, such as television, the internet, radio, teletext
and email, that communicates with large numbers of people.
evaluate
To estimate the worth of a text in a range of contexts and to justify
that estimation and its process.
explore
To examine closely and experiment with texts.
flexible thinking
The ability to change or adapt information and ideas to present a
different perspective or create something new.
genre
A category of text that can be recognised by specific aspects of its
subject matter, form and language.
imaginative
thinking
The ability to think divergently, to generate original ideas by
drawing on emotional and cognitive experiences.
interpretation
Explanation of meaning within the context of one’s own
understanding.
language forms
and features
The symbolic patterns and conventions that shape meaning in
texts. These vary according to the particular mode or medium of
production of each text.
language modes
Listening, speaking, reading, writing, viewing and representing.
These modes are often integrated and interdependent activities
used in responding to and composing texts. It is important to realise
that:
any combination of the modes may be involved in responding to or
composing print, sound, visual or multimedia texts; and
the refinement of the skills of any one of the modes develops skills in
the others. Students need to build on their skills in all language
modes.
literacy
A synthesis of language, thinking and contextual practices through
which meaning is shaped. ‘Effective literacy is intrinsically
purposeful, flexible and dynamic’ (Dawkins, J, Australia’s Language:
The Australian Literacy and Language Policy, AGPS, 1991) and
involves interactions in a range of modes and through a variety of
media.
meaning
The dynamic relationship between text and responder involving
information (explicit and implicit), the affective and the contextual.
meaning in and
This expression implies that meaning variously
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through texts
• resides in texts
• is a dynamic process through which responders engage with
texts, and
• involves the incorporation of understanding gained through texts
into a wider context.
medium
The physical form in which the text exists or through which the text
is conveyed.
module
A component of a course in the syllabus. The modules in the HSC
courses contain prescribed electives and texts.
paradigm
Organising principles and underlying beliefs that form the basis of a
set of shared concepts.
perspective
A way of regarding situations, facts and texts and evaluating their
relative significance.
popular culture
Cultural experiences widely enjoyed by members of various groups
within the community.
recreating texts
Transforming texts to explore how changes in particular elements of
a text affect meaning.
reflection
The thought process by which students develop an understanding
and appreciation of their own learning. This process draws on both
cognitive and affective experience.
register
The use of language in a text appropriate for its purpose, audience
and context. A register suited to one kind of text may be
inappropriate in another.
representation
The ways ideas are portrayed through texts.
representing
The language mode that involves composing images by means of
visual or other texts. These images and their meaning are composed
using codes and conventions. The term can include such activities as
graphically presenting the structure of a novel, making a film,
composing a web page, or enacting a dramatic text.
responding
The activity that occurs when students read, listen to or view texts. It
encompasses the personal and intellectual connections a student
makes with texts. It also recognises that students and the texts to
which they respond exist in social and cultural contexts. ‘Responding’
typically involves:
• reading, listening and viewing that depend on, but go beyond, the
decoding of texts
• identifying, comprehending, selecting, articulating, imagining,
critically analysing and evaluating.
13
structures of
texts
The relationships of the different parts of a text to each other
and to the text as a complex whole.
synthesis
The collecting and connecting of many specific elements or ideas
from various sources to form something new.
systems of
valuation
Principles and processes which combine to allow people to
ascribe value to texts.
technology
The knowledge, tools and processes used to create the medium in
which the text exists or through which the text is conveyed.
texts
Communications of meaning produced in any medium that
incorporates language, including sound, print, film, electronic and
multimedia representations. Texts include written, spoken,
nonverbal or visual communication of meaning. They may be
extended unified works or series of related pieces.
textual integrity
The unity of a text; its coherent use of form and language to produce
an integrated whole in terms of meaning and value.
value (verb)
To estimate or assign worth to a text; to consider something to have
worth.
value (noun)
A quality desirable as a means or an end in itself.
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Key Terms
Account: Account for: state reasons for, report on. Give an account of: narrate a series of
events or transactions
Analyse: Identify components and the relationship between them; draw out and relate
implications
Apply: Use, utilise, employ in a particular situation
Appreciate: Make a judgement about the value of
Assess: Make a judgement of value, quality, outcomes, results or size
Calculate: Ascertain/determine from given facts, figures or information
Clarify: Make clear or plain
Classify: Arrange or include in classes/categories
Compare: Show how things are similar or different
Construct: Make; build; put together items or arguments
Contrast: Show how things are different or opposite
Critically (analyse/evaluate): Add a degree or level of accuracy depth, knowledge and
understanding, logic, questioning, reflection and quality to (analyse/evaluate)
Deduce: Draw conclusions
Define: State meaning and identify essential qualities
Demonstrate: Show by example
Describe: Provide characteristics and features
Discuss: Identify issues and provide points for and/or against
Distinguish: Recognise or note/indicate as being distinct or different from; to note
differences between
Evaluate: Make a judgement based on criteria; determine the value of
Examine: Inquire into
Explain: Relate cause and effect; make the relationships between things evident; provide
why and/or how
Extract: Choose relevant and/or appropriate details
Extrapolate: Infer from what is known
Identify: Recognise and name
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Interpret: Draw meaning from
Investigate: Plan, inquire into and draw conclusions about
Justify: Support an argument or conclusion
Outline: Sketch in general terms; indicate the main features of
Predict: Suggest what may happen based on available information
Propose: Put forward (for example a point of view, idea, argument, suggestion) for
consideration or action
Recall: Present remembered ideas, facts or experiences
Recommend: Provide reasons in favour
Recount: Retell a series of events
Summarise: Express, concisely, the relevant details
Synthesise: Putting together various elements to make a whole
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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
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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
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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.
19
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 rule
I got my knuckles bruised by a lady in black
And 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.
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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.
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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.
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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”
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.
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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.
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Costumes
Set designs (The background/environment)
Music
Lighting
Cinematography (camera angles, editing etc)
Make up
Special effects
Sound effects
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Assessment Tracking Sheet:
Module
Type
Area of Study: Discovery
Creative Writing
* 12S1 – Robert Gray
Mark
/15
Speech
* 12S2&3 - Away
/15
Module A: Comparative Study
Panel Discussion
/20
Paper 1 Section 1
/15
Paper 1 Section 2
/15
Paper 1 Section 3
/15
Essay
/20
Portfolio
/30
Listening Task
/40
Paper 1 Section 1
/15
* Paper 1: Area of Study
Paper 1 Section 2
/15
* Paper 2: Modules A, B & C
Paper 1 Section 3
/15
Paper 2 Section 1
/20
Paper 2 Section 2
/20
Paper 2 Section 3
/20
* 12S1 – Summer of the 17th Doll
* 12S2 – Douglas Stewart
½ Yearly: Area of Study
Module C: Representation and Text
* The Story of Tom Brennan
Module B: Critical Study
* A Beautiful Mind
Trial HSC:
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