English

Literature Elaborations

Responding to literature

1. Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts (VCELT372)

   1. identifying stereotypes, prejudice and oversimplifications in texts
   2. exploring ethical issues in literary texts drawing on a range of examples from the texts to illustrate and substantiate the views expressed
2. Discuss aspects of texts, including their aesthetic and social value, using relevant and appropriate metalanguage (VCELT373)

   1. investigating how a text written about a social issue, for example racism, may have contributed to social change

Examining literature

1. Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches (VCELT374)

   1. analysing and explaining the structure and features of short stories discussing the purposes and appeal of different authorial choices for structure and language
   2. exploring traditional stories from Asia and discussing their engaging features, for example use of the oral mode, visual elements, verse, use of puppets to convey the narrative
   3. analysing writers’ depictions of challenges in texts, for example those faced by Aboriginal and Torres Strait Islander people
   4. discussing a text’s intended audience, whether the text is typical of its type and whether it has fulfilled its purpose
2. Understand, interpret and discuss how language is compressed to produce a dramatic effect in film or drama, and to create layers of meaning in poetry (VCELT375)

   1. experiencing the sound and rhythm of poetry and using metalanguage, for example ‘refrain’, ‘chant’ to discuss the layers of meaning that are created

Literacy Elaborations

Texts in context

1. Analyse and explain the effect of technological innovations on texts, particularly media texts (VCELY376)

   1. investigating the influence on written language of communicative technologies like SMS, text, email and Twitter
   2. analysing the impact of interactive elements of digital magazines

Interpreting, analysing, evaluating

1. Use prior knowledge and text processing strategies to interpret a range of types of texts (VCELY377)

   1. identifying cause and effect in explanations and how these are used to convince an audience of a course of action
   2. inferring the tone and emotional intent of a character in dialogue in a narrative
2. Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources (VCELY378)

   1. identifying words that refer to a character or person in a text and explaining how these words contribute to a particular representation of the character or person
3. Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose (VCELY379)

   1. explaining the possible relationship between an author's choices and the features of a text, such as identifying which group would be the most likely target of the information in an advertisement, and justifying why on the basis of textual features

Literature Elaborations

Creating literature

1. Experiment with text structures and language features and their effects in creating literary texts (VCELT385)

   1. experimenting with different narrative structures such as the epistolary form, flashback, multiple perspectives
   2. transforming familiar print narratives into short video or film narratives, drawing on knowledge of the type of text and possible adaptations necessary to a new mode
   3. drawing on literature and life experiences to create a poem, for example ballad, series of haiku
2. Create literary texts that adapt stylistic features encountered in other texts (VCELT386)

   1. using aspects of texts in imaginative recreations such as re-situating a character from a text in a new situation
   2. imagining a character’s life events (for example misadventures organised retrospectively to be presented as a series of flashbacks in scripted monologue supported by single images), making a sequel or prequel or rewriting an ending
   3. creating chapters for an autobiography, short story or diary

Literacy Elaborations

Creating texts

1. Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas to a specific audience (VCELY387)

   1. compiling a portfolio of texts in a range of modes related to a particular concept, purpose or audience, for example a class anthology of poems or stories
   2. using appropriate textual conventions, create scripts for interviews, presentations, advertisements and radio segments
   3. writing and delivering presentations with specific rhetorical devices to engage an audience
2. Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (VCELY388)

   1. using collaborative technologies to jointly construct and edit texts
3. Consolidate a personal handwriting style that is legible, fluent and automatic and supports writing for extended periods (VCELY389)

   1. using handwriting regularly, attending to feedback about legibility
4. Use a range of software, including word processing programs, to create, edit and publish written and multimodal texts (VCELY390)

   1. understanding conventions associated with particular kinds of software and using them appropriately, for example synthesising information and ideas in dot points and sequencing information in presentations or timing scenes in animation

Literature Elaborations

Literature and context

1. Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (VCELT393)

   1. building knowledge, understanding and skills in relation to the history, culture, and literary heritage of Aboriginal and Torres Strait Islander peoples
   2. identifying and explaining differences between points of view in texts, for example contrasting the city and the bush or different perspectives based on culture, gender or age

Responding to literature

1. Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (VCELT394)

   1. exploring concepts about the criteria for heroism and testing these criteria in a range of texts, including more complex ones where the hero may be flawed
   2. establishing forums for discussing the relative merits of fiction and film texts
   3. comparing personal viewpoints on texts and justifying responses in actual and virtual discussions

Literacy Elaborations

Interacting with others

1. Identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, using interaction skills when sharing interpretations or presenting ideas and information (VCELY395)

   1. identifying, discussing and interpreting ideas and concepts that other individuals and groups value
   2. identifying key evidence supporting an argument in a discussion between two speakers
2. Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing, using body language, voice qualities and other elements to add interest and meaning (VCELY396)

   1. preparing a presentation combining print, visual and audio elements to explore and interpret ideas, drawing on knowledge and research about perspectives different from own

Literature Elaborations

Literature and context

1. Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups (VCELT403)

   1. investigating texts about Aboriginal and Torres Strait Islander history from different sources and explaining differing viewpoints
   2. comparing attitudes and ideas in texts drawn from contexts that are different to one's own
2. Explore the interconnectedness of Country and Place, People, Identity and Culture in texts including those by Aboriginal and Torres Strait Islander authors (VCELT404)

   1. identifying and describing the ways films suggest Country/Place and Identity through language features such as image, soundtrack and narrative control
   2. selecting aspects of a text related to Country and Place, People, Identity and Culture and adapt it for a new context, noting if changes in one aspect will result in changes in another
   3. explaining how individual interpretations of these aspects are influenced by students’ own knowledge, values and cultural assumptions

Responding to literature

1. Understand and explain how combinations of words and images in texts are used to represent particular groups in society, and how texts position readers in relation to those groups (VCELT405)

   1. recognising the similarities and differences between types of texts (for example a complex picture book and a feature film) in order to understand how different combinations of words and images lead readers to interpret visual texts in particular ways, according to audience, purpose and context
2. Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (VCELT406)

   1. analysing arguments for and against a particular issue in current community debates and justifying a personal stance

Examining literature

1. Recognise, explain and analyse the ways literary texts draw on readers’ knowledge of other texts and enable new understanding and appreciation of aesthetic qualities (VCELT407)

   1. exploring how some writers use terse and relatively simple language choices while others use more elaborate and complex syntax
   2. examining the language patterns, including sentence patterns, in a range of short texts and discussing the effect on readers’ interpretation of these choices
   3. writing or speaking about a literary text and outlining the impact of the text on a listener, viewer or reader, for example in a journal in which students reflect on their personal responses and on how language and structural features in the text contribute to its impact
   4. discussing, debating and assessing remakes of literary texts and their effectiveness and purpose
   5. discussing, debating and assessing book or film series, sequels, prequels, fan fiction sites, tie-in publications or merchandise
2. Identify and evaluate devices that create tone in literary texts, including humour, wordplay, innuendo and parody (VCELT408)

   1. understanding that tone (serious, bitter, sincere, amused) indicates attitude to the subject and to readers/listeners, who can identify or judge tone through past experience and language clues in the text
3. Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays (VCELT409)

   1. select an aspect of a text such as a sentence pattern or an image or word and adapt it for a new context explaining how the change will affect meaning

Literacy Elaborations

Texts in context

1. Analyse and explain how language has evolved over time and how technology and the media have influenced language use and forms of communication (VCELY410)

   1. identifying and explaining how mobile technologies are influencing language uses and structures
   2. analysing the ways that identity may be created in digital contexts
   3. identifying how meanings or words change or shift depending on context, for example the word ‘cool’ is used to describe temperature or to express approval when used in informal contexts

Interpreting, analysing, evaluating

1. Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts (VCELY411)

   1. identifying the meaning of a wide range of words, including technical and literary language in various contexts
   2. using print and digital/online thesauruses and dictionaries of synonyms, antonyms and homonyms and subject-specific dictionaries
2. Use comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources, including finding evidence in the text for the author’s point of view (VCELY412)

   1. reflecting on content by connecting and comparing information found in a text to knowledge sourced elsewhere
   2. determining and applying criteria for evaluating the credibility of a website
   3. explaining whether the author conveys meaning adequately, particularly in distinguishing fact from opinion
3. Analyse and evaluate the ways that text structures and language features vary according to the purpose of the text and the ways that referenced sources add authority to a text (VCELY413)

   1. evaluating an author's use of particular textual structures and language features in achieving the representation of a point of view
   2. making assertions about the sufficiency and adequacy of information or evidence and the credibility of sources
   3. exploring texts that attempt to solve moral problems in a particular way, for example by consideration of consequences or rights/duties, and by identifying strengths as well as problems that arise from this approach

Literature Elaborations

Creating literature

1. Experiment with particular language features drawn from different types of texts, including combinations of language and visual choices to create new texts (VCELT418)

   1. creating and performing scripts for short plays that make use of the affordances of visual, verbal and additional modes (for example music) to create atmosphere, to deepen interpretation of verbal meaning and to enhance the drama of a performance
2. Create literary texts that draw upon text structures and language features of other texts for particular purposes and effects (VCELT419)

   1. creating literary interpretations of short stories based on understanding and analysis of their context, narrative structure (including the twist at the end), layers of meaning, themes, point of view and style
   2. combining visual and digital elements to create layers of meaning for serious and humorous purposes

Literacy Elaborations

Creating texts

1. Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (VCELY420)

   1. integrating multimodal approaches within a spoken presentation to purposefully develop meaning for a given audience
   2. selecting vocabulary to influence meaning and to position and persuade the audience, for example adjusting language to show or acknowledge power
2. Experiment with text structures and language features to refine and clarify ideas to improve the effectiveness of own texts (VCELY421)

   1. experimenting with text structures and language features, for example paragraph order and content, language choices or mode of delivery, to refine and clarify ideas and to improve text effectiveness
   2. combining verbal, visual and sound elements in imaginative multimodal texts
   3. ordering paragraphs to best support and sustain an argument and to organise and convey information clearly
3. Use a range of software, including word processing programs, to create, edit and publish texts imaginatively (VCELY422)

   1. investigating how digital tools or software can enhance a text that was originally print-based

Literature Elaborations

Responding to literature

1. Share, reflect on, clarify and evaluate opinions and arguments about aspects of literary texts (VCELT425)

   1. discussing the relative merits of literary texts and comparing and evaluating personal viewpoints on texts

Literacy Elaborations

Interacting with others

1. Interpret the stated and implied meanings in spoken texts, and use interaction skills including voice and language conventions to discuss evidence that supports or challenges different perspectives (VCELY426)

   1. listen to a conversation or speech and identify the point being made and explain the tone and manner of presentation. Change the focus of the conversation or speech and identify how meaning has changed
   2. change the tone in which the speech or conversation is presented and discuss how interpretations can also change.
2. Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints, using voice and language conventions to suit different situations, modulating voice and incorporating elements for specific effects (VCELY427)

   1. creating texts that express views and values other than own
   2. researching subject matter on social issues and/or relationships and presenting ideas in particular ways to appeal to different audiences

Literature Elaborations

Literature and context

1. Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts (VCELT435)

   1. exploring and reflecting on representations of values (for example love, freedom, integrity) in literature drawn from cultures and times different from their own
   2. exploring and reflecting on personal understanding of the world and human experience, interpreted in literature drawn from cultures and times different from the students’ own
   3. reviewing historical fiction or nonfiction written by and about the peoples of Asia
   4. analysing literary texts created by and about Aboriginal and Torres Strait Islander peoples (including documentaries, picture books, print texts and other multimodal texts) and also texts including film produced by and about peoples of Asian background, and considering the different ways these texts represent people, places, things and issues

Responding to literature

1. Present an argument about a literary text based on initial impressions and subsequent analysis of the whole text (VCELT436)

   1. interrogating and making judgments about a text, comparing others’ ideas against the student’s own and reaching an independent decision or shared consensus about the interpretations and ideas expressed
2. Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts (VCELT437)

   1. establishing a wide reading list on a particular issue based on personal preference and establishing reasons for the inclusion of these texts

Examining literature

1. Analyse texts from familiar and unfamiliar contexts, and discuss and evaluate their content and the appeal of an individual author’s literary style (VCELT438)

   1. comparing texts created by the same author to determine literary style, assessing its appeal and presenting this comparison to others
   2. examining how different authors make use of devices like myth, icons and imagery and evaluating the effect of these choices on audiences
2. Analyse text structures and language features of literary texts, and make relevant comparisons with other texts (VCELT439)

   1. evaluating the effect on readers of text structures and language features of a literary text and comparing these with other texts
   2. by comparing texts, writing or speaking about how well the author constructed the opening and closing sections of the text and used ‘hooks’ to keep the reader/viewer/listener engaged and reading on/watching/listening to the end
3. Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays (VCELT440)

   1. identifying examples of language devices in a range of poems, ballads or poetic extracts, and considering how their use adds to meaning and may also influence the emotional responses of listeners or readers, in varying ways
   2. exploring how language devices look or sound in written or spoken texts, how they can be identified, purposes they serve and what effect they might have on how the audience responds
   3. taking a particular area of study, a topic or theme and examining how different authors make use of devices like myth, icons and imagery in their work

Literacy Elaborations

Texts in context

1. Analyse how the construction and interpretation of texts, including media texts, can be influenced by cultural perspectives and other texts (VCELY441)

   1. comparing perspectives represented in texts from different times and places, including texts drawn from popular culture
   2. identifying, comparing and creating relationships between texts (including novels, illustrated stories, social issue cartoons, documentaries, multimodal texts)
   3. reflecting on the notion that all texts build on a body of prior texts in a culture
   4. analysing and identifying how socio-cultural values, attitudes and beliefs are conveyed in texts, for example comparing and analysing perspectives about an Aboriginal and Torres Strait Islander issue reported in commercial media compared to public and Aboriginal and Torres Strait Islander media
   5. analysing and interpreting assumptions about groups that have shaped or influenced representations of people, places, events and things and identifying how listeners and readers are positioned by these representations

Interpreting, analysing, evaluating

1. Analyse and evaluate how authors combine language and visual choices to present information, opinions and perspectives in different texts (VCELY442)

   1. comparing two articles with accompanying images on a similar topic in the media, considering the language and visual choices made by the authors for different audiences
   2. analysing how graphic novels present perspectives through the combination of visual and text
2. Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts (VCELY443)

   1. evaluating techniques used to construct plot and create emotional responses, for example comparison, contrast, exaggeration, juxtaposition, the changing of chronological order, or the expansion and compression of time
3. Apply an expanding vocabulary to read increasingly complex texts with fluency and comprehension (VCELY444)

   1. predicting meanings of unfamiliar words by using morphographic patterns

Literature Elaborations

Creating literature

1. Experiment with the ways that language features, image and sound can be adapted in literary texts (VCELT447)

   1. making language choices and choosing particular language devices to achieve intended effects, for example building in a surprise or twist in the ending of a short story or final scene of a film
   2. taking an existing short story, poem, play or speech in print form and creating a short visual text which is accompanied by a sound track containing music and sound effects, and which is intended to amuse audiences who are familiar with the original text
   3. creating written interpretations of traditional and contemporary literature which employs devices like metaphor, symbol, allegory and myth, and evaluating the contribution of these devices to the interpretation of the text
   4. creating written interpretations of traditional and contemporary poetry (for example sonnets and contemporary song lyrics) focusing on their use of symbol, myth, icons and imagery
2. Create literary texts, including hybrid texts, that innovate on aspects of other texts, including through the use of parody, allusion and appropriation (VCELT448)

   1. creating a contemporary parody of an historical text to highlight changes in societal attitudes

Literacy Elaborations

Creating texts

1. Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (VCELY449)

   1. presenting arguments that advance opinions, justify positions, and make judgments in order to persuade others about issues such the importance of maintaining balance in the biosphere
   2. creating imaginative texts with main ideas developed through the interconnections of plot, settings, characters, the changing of chronological order, foreshadowing in written, spoken and digital texts
   3. creating informative and argumentative texts with explanations, details and evidence
   4. following the structure of an argument which has a series of sequenced and linked paragraphs, beginning with an outline of the stance to be taken, a series of supported points that develop a line of argument, and a conclusion which summarises the main line of argument
2. Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features (VCELY450)

   1. checking for run on sentences, eliminating unnecessary detail or repetition, and providing clear introductory and concluding paragraphs
3. Publishing texts using a range of software, including word processing programs, flexibly and imaginatively (VCELY451)

   1. applying word processing functions, for example outlining, standard styles and indexing

Literature Elaborations

Responding to literature

1. Reflect on, discuss and explore notions of literary value and how and why such notions vary according to context (VCELT454)

   1. reflecting on and discussing responses to literature including plot events, setting details, characterisation, themes, structure and language devices used to achieve particular effects, and collaboratively formulating a list of factors that characterise merit
   2. discussing, debating and evaluating the cinematic qualities and success of a film or new versions of a film
   3. exploring the ways that context has shaped the representation of particular cultures, such as through the analysis of differing viewpoints in texts about different cultures or by comparing the ways texts from different periods reveal differences in viewpoints (for example differences in the portrayal of migrants in traditional and more contemporary literature)

Literacy Elaborations

Interacting with others

1. Listen to spoken texts constructed for different purposes and analyse how language features in these texts position listeners to respond in particular ways, and consider the interaction skills used to present and discuss ideas, or to influence and engage audiences through persuasive language, varied voice tone, pitch and pace (VCELY455)

   1. comparing and evaluating bias or stereotyping and presenting findings in discussions and presentations
   2. identifying and commenting on omissions of information in different texts
   3. exploring and identifying moral and ethical dimensions of an issue represented in different texts, and how these align or contradict with personal and others’ perspectives
   4. understanding the role of intonation, pausing, combinations of clause and rhythm in spoken language and of punctuation
2. Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes (VCELY456)

   1. using graphics and text animations to accompany spoken text, for example presenting a news item suitable for a current affairs program that aligns image to spoken text, or establishing humour by creating a disjunct between sound, image and spoken text

Literature Elaborations

Literature and context

1. Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (VCELT460)

   1. investigating and analysing the ways cultural stories may be retold and adapted across a range of contexts such as the ‘Cinderella’ story and the ‘anti-hero’
   2. imaginatively adapting texts from an earlier time or different social context for a new audience
   3. exploring and reflecting on personal understanding of the world and human experience gained from interpreting literature drawn from cultures and times different from the students’ own

Responding to literature

1. Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response (VCELT461)

   1. looking at a range of texts to consider how the use of a structural device, for example a female narrator, may influence female readers/viewers/listeners to respond sympathetically to an event or issue
2. Evaluate the social, moral and ethical positions represented in texts (VCELT462)

   1. identifying and analysing ethical positions on a current issue debated in blogs or online discussion forums, including values and/or principles involved and the strengths and weaknesses of the position in the context of the issue

Examining literature

1. Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (VCELT463)

   1. looking at a range of short poems, a short story, or extracts from a novel or film to find and discuss examples of how language devices layer meaning and influence the responses of listeners, viewers or readers
2. Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (VCELT464)

   1. using terms associated with literary text analysis (for example narrative, characters, poetry, figurative language, symbolism, soundtrack) when evaluating aspects that are valued and that contain aesthetic qualities
   2. writing or speaking about how effectively the author constructed the text and engaged and sustained the reader’s/viewer’s/listener’s personal interest
3. Compare and evaluate how ‘voice’ as a literary device can be used in a range of different types of texts such as poetry to evoke particular emotional responses (VCELT465)

   1. creating extended written responses to literary texts, making reference to varying points of view about the issues raised

Literacy Elaborations

Texts in context

1. Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (VCELY466)

   1. considering ethical positions across more than one culture as represented in text and consider the similarities and differences
   2. questioning the representation of stereotypes of people, cultures, places, events and concepts, and expressing views on the appropriateness of these representations
   3. identifying and explaining satirical events, including events in other cultures, for example depictions in political cartoons
   4. identifying and evaluating poetic, lyrical language in the depiction of people, culture, places, events, things and concepts in texts
   5. analysing the ways socio-cultural values, attitudes and beliefs are presented in texts by comparing the ways news is reported in commercial media and Aboriginal and Torres Strait Islander media

Interpreting, analysing, evaluating

1. Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (VCELY467)

   1. skim reading sections of a persuasive text to identify the main contention, key arguments in linked paragraphs and supporting evidence in order to locate points for building rebuttal or counter argument
2. Choose a reading technique and reading path appropriate for the type of text, to retrieve and connect ideas within and between texts (VCELY468)

   1. assessing the impact of hyperlinked text in a website’s navigation
   2. using appropriate metalanguage associated with digital technologies to analyse reading pathways on websites
3. Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (VCELY469)

   1. identifying the meaning of an increasing range of subtle vocabulary, for example inferring the different connotations of words in advertising texts from other cultures

Literature Elaborations

Creating literature

1. Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts (VCELT476)

   1. creating texts which draw on own experience of other texts and which have a personal aesthetic appeal
   2. reflect on the authors who have influenced own aesthetic style and evaluate their impact
2. Create literary texts with a sustained ‘voice’, selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features for a specific purpose and intended audience (VCELT477)

   1. creating a range of own spoken, written or multimodal texts, experimenting with and manipulating language devices for particular audiences, purposes and contexts
   2. using humour and drama as devices to entertain, inform and persuade listeners, viewers and readers
3. Create imaginative texts that make relevant thematic and intertextual connections with other texts (VCELT478)

   1. creating texts that refer to themes or make particular connections to texts, for example writing crime fiction or romance short stories

Literacy Elaborations

Creating texts

1. Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (VCELY479)

   1. presenting a structured argument by providing a statement of the major perspectives or concerns relating to an issue, previewing the structure of arguments, structuring the text to provide a major point for each paragraph with succinct elaboration, and concluding with a summary of the main issues or recommendations in an argument
   2. creating spoken, written and multimodal texts that compel readers to empathise with the ideas and emotions expressed or implied
   3. exploring models of sustained texts created for persuasive purposes about a challenging or complex issue from other cultures, including Asia
2. Review, edit and refine own and others’ texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects (VCELY480)

   1. reflecting on, critiquing and refining own texts prior to publishing for an authentic audience, such as uploading a movie to a website, contributing to an anthology, writing texts appropriate for the workplace, or delivering a presentation
3. Use a range of software, including word processing programs, confidently, flexibly and imaginatively to create, edit and publish texts, considering the identified purpose and the characteristics of the user (VCELY481)

   1. designing a webpage that combines navigation, text, sound and moving and still images for a specific audience

Literature Elaborations

Responding to literature

1. Reflect on, extend, endorse or refute others’ interpretations of and responses to literature (VCELT484)

   1. determining, through debate, whether a text possesses universal qualities and remains relevant
   2. presenting arguments based on close textual analysis to support an interpretation of a text, for example writing an essay or creating a set of director’s notes
   3. creating personal reading lists in a variety of genres and explain why the texts qualify for inclusion on a particular list
   4. reflecting upon and asking questions about interpretations of texts relevant to a student’s cultural background

Literacy Elaborations

Interacting with others

1. Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage audiences, using organisation patterns, voice and language conventions to present a coherent point of view on a subject (VCELY485)

   1. identifying stereotypes of people, cultures, places, events, and concepts and explaining why they are stereotypes
   2. identifying and explaining satirical events, including events in other cultures, for example depictions in political cartoons
   3. applying knowledge of spoken, visual, auditory, technical and multimodal resources (for example sound and silence, camera shot types, lighting and colour) in conjunction with verbal resources for varying purposes and contexts
   4. selecting subject matter and language to position readers to accept representations of people, events, ideas and information
2. Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action, speaking clearly and using logic, imagery and rhetorical devices in order to engage audiences (VCELY486)

   1. using assumptions about listeners, viewers and readers to try to position them to accept a particular point of view