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UNITS 3 & 4 Literature

Formative assessment—undertaken throughout Units 3 & 4

Students consolidate and fine-tune skills developed in Units 1 & 2 through a range of oral work and short and extended written pieces on each text. Research, critical reading of resource material and note-taking is an integral part of this study area. The minimum requirements for satisfying School and VCAA course requirements to achieve S for Unit 3 are specified below.

• A series of short and extended written and oral tasks on the set text, showing the development of the student's own responses to the texts that include:
— analysis of the historical and cultural contexts of both the writer and the text
— analysis of implied views and values in the texts
— evaluate critical commentaries, theoretical readings (e.g. Marxist, Feminist, Gender, Psychoanalytic), essays, and reviews on the texts and make comparisons with their own interpretation
— oral and written responses that demonstrate how meaning is created for the construction of a plausible interpretation through analysis of the stylistic and structural features, point of view, language, imagery, and poetic devices, (etc.)
— passage analysis on (close reading) showing how the literary features (e.g. language, imagery), linkages, parallels and contrasts between different passages contribute to a plausible interpretation of the text.

Order of Texts

1. Hippolytus by Euripides
(Students must have the Grene translation (UCP edition) as passages from this edition will be set for both the SAC and exam.)

2. Complete Poems by Emily Dickinson
Set poems for study
(45) ‘There’s something quieter than sleep’
(228) ‘Blazing in Gold and quenching in Purple’
(254) “Hope” is the thing with feathers’
(258) ‘There’s a certain Slant of light’
(280) ‘I felt a Funeral, in my Brain’
(389) ‘There’s been a Death, in the Opposite House’
(441) ‘This is my letter to the World’
(465) ‘I heard a Fly buzz—when I died’
(533) ‘Two Butterflies went out at Noon’
 (622) ‘To know just how He suffered—would be dear’
(709) ‘Publication—is the Auction’
(712) ‘Because I could not stop for Death’
(754) ‘My Life had stood—a Loaded Gun’
(761) ‘From Blank to Blank’
(986) ‘A narrow Fellow in the Grass’
(1136) ‘The Frost of Death was on the Pane’
(1235) ‘Like Rain it sounded till it curved’
(1764) ‘The saddest noise, the sweetest noise’

3. North and South by Elizabeth Gaskell

4. Picnic at Hanging Rock by Joan Lindsay

5. Cat on a Hot Tin Roof by Tennessee Williams
(Students must have the Modern Classics 2009 edition which consists of the two versions of Act 3.)

UNIT 3 Literature

Adaptations and Transformations

Through their close study of the set text, and the range of tasks completed, students are expected to demonstrate the key knowledge and skills outlined for Adaptations and Transformations to achieve a successful outcome.

Outcome:
On completion of this unit the student should be able to analyse the extent to which meaning changes when a text is adapted to a different form.

Texts:
1. Cat On A Hot Tin Roof, Tennessee Williams
2. Film: Cat On A Hot Tin Roof, Director: R. Brooks
The teleplay (1974) of Cat On A Hot Tin Roof will also be set for comparison with the film version.

Summative Assessment— SAC 3:
• A sustained comparative interpretation of the play and how its film adaptation reflects the ideas and views and values of the play.

• Total word range: 800—1000.

Creative Responses to Texts

Through their close study of the set text, and the range of tasks completed, students are expected to demonstrate the key knowledge and skills outlined for Creative Response to Texts to achieve successful outcomes.

Outcome:
On completion of this unit the student should be able to respond creatively to a text and comment on the connections between the text and the response.

Text:
Picnic at Hanging Rock

Summative Assessment— SAC 2:
Create an original piece of writing by re-creating, reworking or extending an aspect of the text, such as adding to the text, or rewriting an episode in the text from another point of view.
• Total word range: 1000—1500
and
A critical reflective commentary discussing aspects of the text on which their own writing is based, and discuss the purpose and context of their response.
• Total word range: 700—800

UNIT 4 Literature
Literary Perspectives

Through their close study of the set text, the prescribed critical readings and the range of tasks completed, students are expected to demonstrate the key knowledge and skills outlined for Literary Perspectives to achieve a successful outcome.

Outcome:
On completion of this unit students should be able to produce an interpretation of a text using different literary perspectives to inform their view.

Texts:
1. North and South, Joseph Conrad
2. Published theoretical persepctives (provided by teacher).

Summative Assessment— SAC 1:
A written interpretation of a text using two different perspectives to inform their response.
• Total word range: 800–1200 words.

Close Analysis

Through their close study of the set texts and the range of tasks completed, students are expected to demonstrate the key knowledge and skills outlined for Close Analysis to achieve successful outcomes.

Outcome:
On completion of this unit the student should be able to analyse features of texts and develop and justify interpretations of texts.

Texts:
1. Emily Dickinson’s Complete Poems
2. Hippolytus

Summative Assessment— SAC 2:
Students are to complete two written interpretations of two different texts supported by close textual analysis.

Task 1
A written interpretation of a text analysing how the literary features, linkages, parallels and contrasts between different passages contribute to a plausible interpretation of Robert Browning’s Collected Poems.
• Approximate length is 800–1000 words.

Task 2
A written interpretation of a different text from Task 1, analysing how the literary features, linkages, parallels and contrasts between different passages contribute to a plausible interpretation of The Leopard.
• Approximate length is 800–1000 words.

Examination

The exam paper is in to sections and is of 2 hours duration.

You must choose from three sections: novels, plays, poetry (there are five sections on the exam paper, the other two being short stories and other literature) . You can not write on two texts from the same section. You have a choice of two texts to choose from on plays, two texts to choose from on novels, and no choice for poetry.

Section A:
An extended analytical essay in response to a statement about the text. Students are required to explore the statement in relation to the text and to literary theory.

Section B:
A written analysis of how the literary features, linkages, parallels and contrasts between different passages contribute to a plausible interpretation of a text.

You must write on two texts from two different sections:

1. Novels:North and South OR Picnic at Hanging Rock
2. Plays: Hippolytus OR Cat On A Hot Tin Roof
3. Poetry: Emily Dickinson Complete Poems

Note: The school trial exam will consist of at least one text from each section. Hippolytus will not be set as a choice of text for Sectiuon B in the Trial exam. The task is reserved for the final Close Analysis SAC.

Past Exam Papers
Past English exam papers can be viewed and downloaded from the VCAA VCE website

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Last up-dated 12 November, 2019
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