AREA OF STUDY 1
Reading and responding
In this area of study the range of texts expands to include a variety of text types and genres, including
print, non-print and multimodal texts. The text set as the focus of this area of study should have literary
merit, be worthy of close study and be an excellent example of form and genre. It could be a novel of
a particular genre, an autobiography or a biography, or some other kind of imaginative print text (for
example, anthologies of poetry or short stories, or scripts for radio, television or stage). Other text
types could include, for example, narrative fi lms, documentary fi lms, CD-ROMs, and hyperfi ction.
Students discuss and analyse the structures and features used by the authors of these texts to construct
meaning. They also examine the ways in which texts are open to different interpretations by different
readers. They prepare and construct a response to a text, using appropriate metalanguage to facilitate
their discussion, and evidence from the texts to support their response. They explore and use strategies
for identifying the point of view and values of the author.
Outcome 1
On completion of this unit the student should be able to discuss and analyse how texts convey ways
of thinking about the characters, ideas and themes, and construct a response in oral or written form.
To achieve this outcome the student will draw on knowledge and related skills outlined in area of
study 1.
Key knowledge
This knowledge includes
• an understanding of the ideas, characters and themes constructed by the author and presented in
the set text;
• the structures, features and conventions used by authors to construct meaning in a range of text
types and genres, including print, non-print and multimodal texts;
• strategies for identifying the point of view and values of the author of a text;
• features of texts that affect interpretation; for example, language, form and context;
• strategies and techniques for constructing and supporting a response to a text, including knowledge
of an appropriate metalanguage to discuss the structures and features of the print, non-print or
multimodal text;
• the conventions of small group and whole class discussion, including ways of developing
constructive interactions and building on ideas of others;
• the conventions of spelling, punctuation and syntax of Standard Australian English.
Key skills
These skills include the ability to
• identify and analyse how the structures, features and conventions of a range of text types and genres
are used by the authors to construct meaning;
• identify and discuss the values and ideas evident in a variety of texts;
• gather evidence from the text to support different interpretations of the same text;
• construct a response to the text, including the use of appropriate metalanguage to discuss textual
features and appropriate evidence from the text to support the response;
• use appropriate strategies to review and edit the response;
• listen actively and respond appropriately to others’ views during discussion;
• use the conventions of spelling, punctuation and syntax of Standard Australian English.
Reading and responding
In this area of study the range of texts expands to include a variety of text types and genres, including
print, non-print and multimodal texts. The text set as the focus of this area of study should have literary
merit, be worthy of close study and be an excellent example of form and genre. It could be a novel of
a particular genre, an autobiography or a biography, or some other kind of imaginative print text (for
example, anthologies of poetry or short stories, or scripts for radio, television or stage). Other text
types could include, for example, narrative fi lms, documentary fi lms, CD-ROMs, and hyperfi ction.
Students discuss and analyse the structures and features used by the authors of these texts to construct
meaning. They also examine the ways in which texts are open to different interpretations by different
readers. They prepare and construct a response to a text, using appropriate metalanguage to facilitate
their discussion, and evidence from the texts to support their response. They explore and use strategies
for identifying the point of view and values of the author.
Outcome 1
On completion of this unit the student should be able to discuss and analyse how texts convey ways
of thinking about the characters, ideas and themes, and construct a response in oral or written form.
To achieve this outcome the student will draw on knowledge and related skills outlined in area of
study 1.
Key knowledge
This knowledge includes
• an understanding of the ideas, characters and themes constructed by the author and presented in
the set text;
• the structures, features and conventions used by authors to construct meaning in a range of text
types and genres, including print, non-print and multimodal texts;
• strategies for identifying the point of view and values of the author of a text;
• features of texts that affect interpretation; for example, language, form and context;
• strategies and techniques for constructing and supporting a response to a text, including knowledge
of an appropriate metalanguage to discuss the structures and features of the print, non-print or
multimodal text;
• the conventions of small group and whole class discussion, including ways of developing
constructive interactions and building on ideas of others;
• the conventions of spelling, punctuation and syntax of Standard Australian English.
Key skills
These skills include the ability to
• identify and analyse how the structures, features and conventions of a range of text types and genres
are used by the authors to construct meaning;
• identify and discuss the values and ideas evident in a variety of texts;
• gather evidence from the text to support different interpretations of the same text;
• construct a response to the text, including the use of appropriate metalanguage to discuss textual
features and appropriate evidence from the text to support the response;
• use appropriate strategies to review and edit the response;
• listen actively and respond appropriately to others’ views during discussion;
• use the conventions of spelling, punctuation and syntax of Standard Australian English.