T A S M A N I A N
English Studies
C E R T I F I C A T E
Senior Secondary 5C
O F
E D U C A T I O N
SYLLABUS SUPPLEMENT
The Syllabus Supplement must be read in conjunction with the syllabus document. It contains advice to assist
teachers delivering the syllabus and can be modified as required.
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SYLLABUS SUPPLEMENT TABLE OF CONTENTS
EXPANDED SYLLABUS OUTLINE ......................................................................................................................................3
OVERVIEW OF WORK EXPECTATIONS ...........................................................................................................................8
EXPLANATION OF CRITERIA .............................................................................................................................................9
GLOSSARY............................................................................................................................................................................9
PRESCRIBED AND SUGGESTED TEXT LIST FOR 2008 ..............................................................................................11
REFERENCES AND RESOURCES...................................................................................................................................15
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EXPANDED SYLLABUS OUTLINE
Students must complete one Application. They may choose to work on a second Application in their
Independent Study. The specific topics and texts listed under the three Application types which follow are
illustrative only.
EXAMPLE APPLICATIONS
APPLICATION 1
A multi-disciplinary aesthetic approach to historical/cultural periods based on a range of fiction and non-fiction
texts – prose fiction, drama, poetry, film, music, art, media (print and multi-media). Students might focus on two
or three texts.
The following three specific topics are illustrative only.
World War Two
Some ideas for possible texts:

The Resistible Rise of Arturo Ui

Cabaret

Life is Beautiful

Paintings of the period

Music of the period, eg Shostakovich, The Leningrad Symphony

Schindler’s List

Divided we fall

Diary of Anne Frank
The Australian Colonial Experience From A European Perspective
Some ideas for possible texts:

Articles from The Bulletin

Henry Lawson’s short stories and poems

Mary Gilmore’s and Dorothea Mackellar’s poems

My Brilliant Career, Breaker Morant, Gallipoli

Remembering Babylon

Forty Years in Australia......... Ada Cambridge

Paintings of the Heidelberg School

Music of Percy Grainger
Contemporary Culture
Some ideas for possible texts:

Closed, Strangers ................. Kate Goldi

Triple J website

American Pie

Rage

Home and Away

The Secret Life of Us

Dawson’s Creek

Song Lyrics of Ben Harper

Rolling Stone Magazine

The Matrix

Wife Work ............................ Susan Maushart
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Classes, groups or individual students may negotiate alternative topics based on the concept of exploring a
particular historical/cultural period. Such topics as the post-colonial experience or the world past 9/11 would be
suitable.
APPLICATION 2
The development of an idea through time. Here the emphasis is on examining how the exploration of a
particular idea has revealed itself in different forms over an extended period of time and perhaps in different
parts of the world.
The following topics are examples only.
Perspectives On Womanhood
Some ideas for possible texts:

A Doll’s House ......................................... Ibsen

The Collector of Treasures ...................... Bessie Head

Like Water for Chocolate ......................... Esquivel

The Joys of Motherhood ......................... Emechteta

Tess of the d’Urbervilles .......................... Thomas Hardy

The Women’s Room ................................ Marilyn French

Redemption.............................................. Joanna Murray-Smith

Twelfth Night ............................................ Shakespeare

The Taming of the Shrew......................... Shakespeare

Poetry of Judith Wright, Anne Sexton

The Handmaid’s Tale ............................... Atwood

Pigs in Heaven......................................... Kingsolver

One True Thing
Maleness – Changing Self-Images
Some ideas for possible texts:

East of the Mountains, Snow Falling on Cedars ... Guterson

Death of a River Guide ............................ Flanagan

The Removalists, The Club...................... Williamson

Othello, A Midsummer Night’s Dream ...... Shakespeare

The Crucible, Death of a Salesman ......... Miller

Malory

Kipling

Tennyson

Manhood .................................................. Steve Biddulph

ABPaterson, Henry Lawson

Shackleton
The Tasmanian Experience
Some ideas for possible texts:

Death of a River Guide ............................ Flanagan

The Doubleman ...................................... Koch

Poetry of Margaret Scott, Anthony Lawrence

A Community of Thieves .......................... Cassandra Pybus

The Tale of Ruby Rose

The Alphabet of Light and Dark ............... Danielle Wood

The Other Side of the Frontier ................. Henry Reynolds
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Science Fiction
Some ideas for possible texts:

Twenty Thousand Leagues Under the Sea ...... Jules Verne

Voyage to the Centre of the Earth.... Jules Verne

1984 ................................................. George Orwell

The War of the Worlds ..................... H.G. Wells

The Time Machine ........................... H.G. Wells

The Great Explosion ........................ Eric Van Russell

The Dispossessed............................ Ursula LeGuin

Riddley Walker................................. Russell Hoban

Short Stories
-

Philip K. Dick
Ray Bradbury
Films
-
The Matrix
-
Gattaca
Blade Runner
-
The Empire Strikes Back
2001, A Space Odyssey
Fantasy
Some ideas for possible texts:

Paradise Lost ................................... Milton

The Narmia Series, Perelandra ....... C.S Lewis

The Lord of the Rings ...................... Tolkien

Dark Materials trilogy ....................... Phillip Pullman

Star Wars
Other suitable ideas to explore might include: the migrant experience, the odyssey, the fallen woman, protest
from the 60s to now.
APPLICATION 3
Perspectives on human experience, drawing upon a range of texts relating to a specific aspect of human experience.
The following specific topics are examples only.
Father/Son Relationships
Some ideas for possible texts:

Oedipus Rex…................................. Sophocles

Genesis

All My Sons ...................................... Miller

Billy Elliot

One Hundred Years of Solitude ....... Marquez

Fathers and Sons............................. Turgenev

Heaney ‘The Follower’, ‘Digging’

McGough ‘The Railings’

McCauley ‘Because’

Owen ‘The Parable of the Old Man and the Young’

Swimming Upstream

The Sum of Us
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The Twentieth Century Australian Aboriginal Experience

Stolen.................................................... Jane Harris

My Place ............................................... Sally Morgan

No Sugar............................................... Jack Davis

The Stolen Generation ......................... Carmel Bird

Oodgeroo Noonuccal – selected poems

Radiance

Rabbit-proof Fence

Mum ...................................................... Kevin Gilbert

The Bone People No Sugar .................. Davies

Black and White

The Tracker

The Fringe Dwellers

Yolngu Boy
POSSIBLE YEAR’S PROGRAMME OF WORK
MODEL 1
MODEL 2
MODEL 3
Topic
Weeks
Topic
Weeks
Topic
Weeks
Poetry
3
Poetry
3
Single text
5
Ongoing elements
1
Paired text
7
Poetry
2
Single
5
Application
5
Paired text
7
Paired Study
7
Individual Study
5
Application (cont)
2
Individual Study
5
Exams
2
Poetry
3
Exams
2
Application
5
Exams
2
Poetry
2
Individual Study
5
Application
3
Ongoing elements 2
Application
2
Single
5
Application
4
Poetry
3
Revision
1
Poetry
1
Revision
1
Revision
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EXAMPLES OF TEXTS - CORE STRAND: IDEAS, TEXTS AND CONTEXTS - PAIRED
TEXT STUDY
Texts may be paired on the basis of:
Same Author
Jane Austen’s focus on class distinctions and love relationships to the exclusion of the Napoleonic Wars or
Guterson’s treatment of male characters facing moral dilemmas at different stages of their lives.
Common theme or subject
Tim Winton’s portrayal of post-war Australia in Cloudstreet is complementary to Les Murray’s in a selection
of his poems.
Same or contrasting historical context
Gallipoli and All Quiet on the Western Front could be paired to enable comparison of Australians at war with
German soldiers at war or the English war poets’ war experience could be compared with that of German
troops in All Quiet on the Western Front.
Transformations from one text to another
Austen’s Pride and Prejudice and Fielding’s Bridget Jones’s Diary or Hamlet and Rosencrantz and
Guildenstern are Dead.
Similar or contrasting cultural perspectives
Students could compare the native African view of British colonialism in Achebe’s Things Fall Apart with the
British fear of Aboriginals in Malouf’s Remembering Babylon. Further examples of pairings include
Remembering Babylon with Heart of Darkness and Going Home: Stories with Stolen.
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OVERVIEW OF WORK EXPECTATIONS
SECTION OF
SYLLABUS
Core A:
Changing Historical
Contexts
EXPECTATIONS
NOTES ABOUT TEXTS
Study of one set of
poems, chosen from two
prescribed sets.
SPECIFIED STUDENT
TASKS
Seminar presentation with
a partner
Investigative report* –
1000 words
Core B:
Paired Text Study
Core C:
Single Text Study
Applications
Study of two texts, at
least one which is from
the prescribed list.
Texts
chosen
for
these three sections
to include:
Text chosen from
prescribed list.

a play

a novel

a film

a contemporary
Australian writer
One Application derived
from one of three
prescribed general areas.
Specific topics within
each Application area are
suggested. Texts are
suggested but not
prescribed.
Ongoing Elements
Participation in activities
designed to develop skills
Independent Study
requirements
One negotiated
Independent Study.
Externally Assessed
Comparative study of the
two texts –
1500-1600 words
Either a critical essay or
an expository essay
Two of the set tasks,
including one oral task
None specified - as
required by teacher
Study is associated with
one or more of the
prescribed texts.
Two responses:

an analytical, critical
or interpretive essay
or an investigative report

one imaginative
response
Criteria 7,9,10
External Examination
Two hour open book
exam.
Two questions*
Criteria 1, 3 and 9
Please note this is a summary document only. Refer to the syllabus document for detailed explanations.
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EXPLANATION OF CRITERIA
CRITERION
4
WORK CONSTRUCTIVELY WITH OTHERS
This TCE generic criterion focuses on the development of students’ ability to work collaboratively and
constructively in a range of structured and unstructured situations.
CRITERION
5
DEMONSTRATE UNDERSTANDING AND APPRECIATION O F TEXT STRUCTURES AND
FEATURES
This criterion focuses on the development of students’ knowledge and understanding of the structures and
features of literary, media and everyday texts, ranging from accessible, familiar texts at lower levels of the
syllabus to complex texts at the higher levels of the syllabus.
CRITERION
6
PLAN , ORGANISE AND COMPLETE ACTIVITIES
This TCE generic criterion focuses on the development of students’ ability to plan, organise, complete and
reflect upon activities. Students will be expected to plan and set goals, design strategies to undertake and
complete tasks effectively, achieve goals and evaluate the effectiveness of their planning procedures.
CRITERION
7
COMPOSE AND CRAFT A RANGE O F TEXTS FOR DIFFERENT PURPOSES AND
AUDIENCES
This criterion focuses on students’ ability to compose and craft a range of spoken, written, visual and multimedia
texts. Students will consider the expectations and needs of intended audiences and select appropriate text
types for different purposes. They will plan, draft, refine and present a range of texts and evaluate their
effectiveness.
CRITERION
8
COLLECT AND CATEGORISE INFORMATION
This TCE generic criterion focuses on the development of students’ investigative skills. Students will gather
relevant information from different sources, examine the information and organise it into different categories.
CRITERION
10
COMMUNICATE IDEAS AND INFORMATION
This TCE generic criterion focuses on the development of students’ ability to communicate effectively in spoken
and written forms.
GLOSSARY
Applications
Applications form a major part of the syllabus, where students apply their knowledge of language and texts to
create products. Applications are designed to encourage collaborative work among students and involve
authentic or real-world tasks, often providing connections to the wider community. Applications may act as an
extension of other parts of the syllabus or may provide a balance in the overall course of study. Unlike the
extended negotiated learning component of the syllabus, the focus of an application is decided by the teacher.
Collaboration
Collaboration involves students working together to further their learning. Students work as pairs or in small or
large groups to discuss, to plan, to respond, to create texts or to prepare presentations. Collaboration implies
that students are working purposely and constructively toward a common goal.
Composing
Composing is the activity that occurs when students produce written, spoken, visual, multimedia or performance
texts. Composing involves the shaping and arrangement of textual elements to explore and express ideas and
values and the processes of imagining, drafting, appraising, reflecting and refining. It depends on knowledge
and understanding and use of texts, their language forms, features and structures.
Discourses
Discourses may be thought of as the ways of thinking, being, acting and making meaning which construct
specific texts, social practices and institutions. Participating in a particular discourse involves negotiating power
relationships, values, identity, spoken and unspoken ways of doing things while excluding competing
discourses. In the course of an ordinary day a teacher may be negotiating a number of competing discourses
such as those of family, education, child care, employee, which are frequently alternative to those of the
students they are teaching.
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Dominant Readings
Those readings which the text is designed to promote, which represent the beliefs and values most powerful
within a culture. Dominant readings are given privileged status and are frequently seen as being ‘natural’ or
‘commonsense’ interpretations.
Genre
This refers to any kind of texts that can be grouped together e.g. science fiction, mystery, romance and fantasy
books are called genre books. Novels, poetry and plays all belong to their own genre.
Inquiry Approach
Students learn how to define a specific contested issue, to collect, critically analyse and organise information
about the issue from a variety of sources and clarify and share their understanding of the issue. Inquiry is
typically guided by a focus question.
Intertextuality
The meanings we make from one text influence how we are able to interact with other texts. We apply our prior
knowledge of the content, contexts, structures and features of texts to the process of making meaning when we
encounter new spoken, written or visual texts. Teachers need to make explicit for their students those
connections that they cannot reasonably be expected to make, if left to their own devices.
Language Modes
The language modes in English are reading, writing, speaking, listening, viewing and representing.
Negotiation
Negotiation involves students making decisions about their own learning in collaboration with a teacher or other
students. To negotiate effectively, students need information from the teacher about aims, resources,
assessment procedures, constraints and non-negotiable outcomes. Negotiation is a collaborative process in
which participants work to achieve outcomes that are acceptable to all.
Privilege
When the authors of a text privilege something, they are giving it more importance than they do to other ideas or
things.
Reflection
Reflection enables students to think about and review their learning and to make judgements and decisions
about their work. It incorporates self-assessment, goal setting and planning. Reflection may be written or
spoken and may be carried out individually or within a group.
Representing
Representing is the language mode that involves composing images by means of visual and 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
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 exist in social and cultural contexts. Responding involves reading, listening and viewing skills that
depend on, but go beyond, the decoding of texts. It also involves identifying, comprehending, selecting,
articulating, imagining, critically analysing and evaluating.
Text
A text is any communication, written, spoken or visual, involving language. Texts include television programs,
conversations, billboard advertisements, novels, poetry, web pages etc.
Text Type
Text types include reports, recounts, explanations, expositions, descriptions, procedures or instructions,
discussions, narratives and reviews. Text types are recognised by specific aspects of their subject matter, form
and language.
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PRESCRIBED AND SUGGESTED TEXT LIST FOR 2008
TEXTS FOR CORE STUDY
POETRY
L OVE
8 Love Poems for Close Study
Shakespeare................... Sonnet 116, ‘Let me not to the Marriage of True Minds’
Donne ............................. ‘The Sunne Rising’
Elizabeth Browning ......... ‘Sonnets from the Portuguese’ XL111
ee cummings................... Sonnet ‘it may not always be so’
Bruce Dawe .................... ‘Then’
Anne Sexton ................... ‘For My Lover, Returning to His Wife’
Margaret Scott ................ ‘In the Garden’
Geoff Goodfellow ............ ‘Reminders’
Other Poems on Love
Chaucer .......................... The Canterbury Tales – ‘The Wife of Bath’
(Coghill translation), Penguin edition extracts:
p. 300 ‘Now it so happened, I began to say....Sufficient answer, then you shall return’
p. 303 ‘A fouler-looking creature I suppose....He takes his ancient wife and goes to
bed’
p. 309 ‘You say I’m old and fouler than a fen....God send them soon a very
pestilence.’
Shakespeare................... Sonnet 18, ‘Shall I Compare Thee to a Summer’s Day?’
Marvell ............................ ‘To His Coy Mistress’
Blake............................... ‘The Sick Rose’
‘The Garden of Love’
Taufiq Rafat .................... ‘Poem 4’ (The Time to Love)
Cole Porter...................... ‘You’re the Top’
TS Eliot ........................... ‘La Figlia Che Piange’
Robert Graves ................ ‘A Slice of Wedding Cake’
Kenneth Slessor ............. ‘Polarities’
Judith Wright................... ‘Woman to Man’
Oodgeroo Noonuccal ...... ‘Gifts’
St Paul ............................ 1 Corinthians 13 1 – 13
N ATURE
8 Nature Poems for Close Study
Chaucer .......................... The Canterbury Tales, ‘The General Prologue’
Lines 1– 42 (Coghill)
Keats............................... ‘To Autumn’
Gerard Manley Hopkins .. ‘Pied Beauty’
‘God’s Grandeur’
Theodore Roethke .......... ‘The Geranium’
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Seamus Heaney ............. ‘Death of a Naturalist’
Judith Wright................... ‘The Sanctuary’
Pablo Neruda.................. ‘The Heights of Macchu Pichu’
(Canto 6: “Then up the ladder of the earth I climb…” to “… cleansing the lonely
precinct of the stone.”)
Margaret Scott ................ ‘Southern Ocean’
Other Poems on Nature
Clare ............................... ‘February, A Thaw’
Wordsworth..................... ‘Tintern Abbey’
‘Daffodils’
Emily Dickinson .............. ‘The Bird’
William Carlos Williams .. ‘Spring and All’
WB Yeats........................ ‘The Wild Swans at Coole’
Robert Frost ................... ‘After Apple-Picking’
Sylvia Plath..................... ‘Mushrooms’
Oodgeroo Noonuccal ...... ‘Municipal Gum’
Seamus Heaney ............. ‘Blackberry Picking’
Kenneth Slessor ............. ‘South Country’
Ted Hughes .................... ‘Thistles’
F ULFILMENT
8 Fulfilment Poems for Close Study
Andrew Marvell ............... ‘To His Coy Mistress’
Shelley............................ ‘Ozymandias’
Tennyson ........................ ‘Ulysses’
Coleridge ........................ ‘Frost at Midnight’
Sylvia Plath..................... ‘The Applicant’
Oodgeroo of the Tribe
Noonuccal....................... ‘Gifts’
John Tranter ................... ‘North Light’
Margaret Scott ................ ‘Mending a Dress’
Other Poems on Fulfilment
Cavafy ............................ ‘Ithaka’
Owen .............................. ‘Dulce et Decorum Est’
Wordsworth..................... ‘I Wandered Lonely…’
Heaney ........................... ‘Digging’
Murray ............................ ‘Noonday Axeman’
Wright ............................. ‘Woman to Child’
Harwood ......................... ‘Mother Who Gave me Life’
(NB. These poems are readily available via the internet and several are published in ‘Blue Light, Clear Atoms’.)
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PRESCRIBED TEXT LIST
NOVEL: ........................... Pride and Prejudice – Jane Austen, Silas Marner – George Eliot
Snow Falling on Cedars – David Guterson, Heart of Darkness – Joseph Conrad
Things Fall Apart – Chinua Achebe, The God of Small Things – Arundhati Roy
Cloudstreet – Tim Winton, Remembering Babylon – David Malouf
The Curious Incident of the Dog in the Nighttime – Mark Haddon
1984 – George Orwell, Chronicle of a Death Foretold – Gabriel Garcia Marquez
Life of Pi – Martell, The Lovely Bones – Alice Sebold
DRAMA : ........................... Hamlet – Shakespeare, Twelfth Night – Shakespeare
Rosencrantz and Guildenstern are Dead – Tom Stoppard
Equus – Peter Shaffer, A Doll’s House – Henrik Ibsen
The Crucible – Arthur Miller, Stolen – Jane Harrison
Dead White Males – David Williamson
The Importance of Being Earnest – Oscar Wilde
POETS: ............................ William
Blake, Emily Dickinson, Philip Larkin, Margaret Scott, Judith Wright,
Sylvia Plath, Wordsworth
FILM: ............................... Gallipoli – Peter Weir
American Beauty (MA 15+) – Sam Mendes
The Truman Show – Peter Weir
Gattaca – Andrew Niccol
Far from Heaven
The Matrix
The Rabbit Proof Fence
NON - FICTION : ................. Angela’s Ashes – Frank McCourt, The Shark Net – Robert Drewe, The Surgeon of
Crowthorne – Simon Winchester
SHORT STORY: ................ The Turning – Tim Winton
Dream Stuff – David Malouf
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ADDITIONAL TEXT LIST FOR INDEPENDENT STUDY
These may be used as focus texts for Independent Studies but are not defined as ‘core texts’ for
examination purposes.
NOVEL:
Cold Mountain – Charles Frazier
Enduring Love – Ian McEwan
The True History of the Kelly Gang – Peter Carey
How to be good – Nick Hornby
Of a Boy – Sonya Hartnett
Great Expectations – Charles Dickens
Lord of the Rings – JRR Tolkien
The Known World – Edward P. Jones
DRAMA:
Antigone – Sophocles
Cosi – Louis Nowra
King Lear – Shakespeare
Waiting for Godot – Samuel Beckett
POETS:
Seamus Heaney, Geoff Goodfellow
Judith Beveridge, Peter Skryznecki
Adrienne Eberhard
FILM:
One Night the Moon – Rachel Perkins
Donnie Darko – Richard Kelly
NON-FICTION:
If This Be a Man – Primo Levi
The MA 15+ Classification
Material classified MA 15+ is legally restricted and can only be seen if:
a) the student is 15 years or older, or
b) the student under 15 years is accompanied by a parent or legal guardian.
Schools are advised that they should negotiate with their students which films should be shown, and ensure that
parents of students under the age of fifteen are made aware of any MA15+ films that will be shown in English
classes so that they have the opportunity to raise the matter with the school.
Further information about the classification categories used by the Office of Film and Literature Classification
can be obtained from the OFLC website www.oflc.gov.au
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REFERENCES AND RESOURCES
CORE RESOURCE:
The DoE English Learning Area Website: http://www.discover.tased.edu.au/english/
ENGLISH FORUMS:
English Classroom: http://www.discover.tased.edu.au/forum/eng-classroom.htm
College Teachers: http://www.discover.tased.edu.au/forum/college-eng.htm
OTHER GENERAL TEACHER RESOURCES:
A Statement on English for Australian Schools, Curriculum Corporation
English – A Curriculum Profile for Australian Schools, Curriculum Corporation
Wilhelm, J.D., Strategic Reading, Boynton/Cook
Blythe, T., The Teaching For Understanding Guide, Jossey-Bass
Sawyer, W. Watson, K. & Gold, E., Re-Viewing English, St Clair Press
GENERAL SOURCE BOOKS:
Glasson, T., English Outcomes, Heinemann
Quin, R. and Cody, W., Senior English Now Books 1 & 2, Longman
Glasson, T., English Links Four, Heinemann
Adams, P., 2000, Exploring Short Stories – Volume 1, St Clair Press, Sydney, ISBN 0 949898 51 1
Adams, P., 2001, Exploring Short Stories – Volume 2, St Clair Press, Sydney
Baker, J., 2001, Living Literature: Linking Texts, Hodder & Stoughton, London, ISBN 0 340 79952 8
Blacker, D., 2001, The Language of Texts: critical reading and response, Oxford University Press, Melbourne, ISBN 0 19 550848 3
Bott, Grafton, Millard, Trevaskis, 1998, Dimensions: texts from Asia for the upper secondary English classroom, Curriculum
Corporation, Carlton, ISBN 1 86366 417 3
Culler, J., 1997, Literary Theory: A Very Short Introduction, Oxford University Press, Oxford, ISBN 0 19 285318 X
Griffiths, R., 2001, Living Literature: Reading Drama, Hodder & Stoughton, London, ISBN 0340 79956 0
Hackman, S., Marshall, B., 1990, Re-reading Literature: New Critical Approaches to the Study of English, Hodder & Stoughton,
London, ISBN 0 340 78099 1
Jacobs, R., 2001, A Beginner’s Guide to Critical Reading: An Anthology of Literary Texts, Routledge, London, ISBN 0 4152346 89
Marshall, B., 2001, Living Literature: Reading Prose, Hodder & Stoughton, London, ISBN 0340 79955 2
Martino, W. and Cook, C., 1998, Gender and Texts, AATE, Adelaide, ISBN 1 875 659 13 7
Martino, W. and Mellor, B., 1995, Gendered Fictions, Chalkface Press, Cottesloe WA, ISBN 1 875136 25 8
Meiers, M. and McGregor R., 1992, Now You’re Talking, Nelson, Melbourne, ISBN 0 17 008798 0
Mellor, B., 1989, Reading Hamlet, Chalkface Press, Cottesloe WA, ISBN 1 875136 12 6
Mellor, B., Patterson, A. and O’Neill, M., 1991, Reading Fictions, Chalkface Press, Cottesloe, WA, ISBN 1 875136 15 0
Misson. R., 1994, A Brief Introduction to Literary Theory, VATE, Melbourne
Moon, B., 1998, Studying Poetry, Chalkface Press, Cottesloe WA, ISBN 1 875136 20 7
Moon, B., 1990, Studying Literature, Chalkface Press, Cottesloe WA, ISBN 1 875136 13 4
Moon, B. and Mellor, B., 2001, Writing Critical Essays, Chalkface Press, Cottesloe, WA, ISBN 1 875136 27 4
Munro, D., 1993, Reading Literature, Macmillan, Melbourne, ISBN 0 7329 1811 1
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Stephens, J. and Watson, K., 1994, From Picture Book to Literary Theory, St Clair Press, Sydney, ISBN 0 949898 51 1
MAGAZINES:
Emagazine – quarterly magazine for A level English students (UK) published by the English and Media Centre
www.emagazine.org.uk
Secondary English – published by NATE (like AATE) www.nate.org.uk/publications
Tasmanian Qualifications Authority
EngStud5tasV4a.doc
Date of Publication: 17 March 2008
Period of Accreditation:
1 Jan 2004-31 Dec 2009