Taken from the VCE English Study Design
Creating and presenting
In this area of study students’ writing is informed by their reading of a range of texts relevant to one
of the Contexts listed below. They are encouraged to read widely and to study at least one set text or
a collection of shorter set texts in order to examine the effects of form, purpose, audience and context
on the authors’ choice of structure and language. They draw on the knowledge gained from this study
to create their own written and/or multimodal texts in a process which includes planning, reviewing
and editing.
The Context selected for Unit 1 can be continued in Unit 2. Alternatively, a different Context selected
from those described below, could be undertaken in Unit 2.
Teachers and students choose from the following Contexts:
Exploring and presenting themes or ideas
In this Context students explore the ways in which particular themes or ideas (as determined by the
school) are presented in set print, non-print and multimodal texts. Students draw on this exploration
to create and present their own written and/or multimodal texts on the same theme or idea for a specific
audience, purpose and context.
websites, media texts, CD-ROMs, speeches, narrative film and documentaries, television
drama, illustrated children’s fi ction, song lyrics, scripts for fi lm, radio or television and oral
presentations.
and CD-ROMs.
Exploring technology and communication
In this Context students explore the way that different information and communication technologies
influence the language and structure of particular texts and the ways we communicate. Students
examine texts that have been created using information and communication technologies, explore
issues relevant to the use of these technologies, and create and present their own written and/or
multimodal texts for a specified audience, purpose and context.
Examples of texts which could be used in addition to the set text to support this exploration include
media texts, websites, e-zines, sms, datashow presentations, extracts from discussion groups, online
forums, CD-ROMs, hyperfiction, DVDs, video conferencing and email.
Examples of texts which could be created by students include essays, personal recounts, imaginative
print texts, feature articles, commentary, websites, e-zines, datashow presentations, CD-ROMs and
hyperfiction.
Exploring workplace communication
In this Context students explore the ways in which language is used to communicate in and about
the workplace. They read, listen to and view print, non-print and multimodal texts and they create
their own print, non-print and/or multimodal texts for a specifi ed audience, purpose and context.
Examples of texts which could be used in addition to the set text to support this exploration include
novels, short stories, narrative fi lms, documentaries, television programs, websites, interviews,
speeches, careers section of the newspaper, reports, manuals, such as Occupational Health and
Safety manuals, brochures, pamphlets and posters.
Examples of texts which could be created by students include essays, short stories, short instructional
or informative videos, websites, scripts, text of speeches, personal recounts, feature articles for a
workplace magazine, business letters, reports, digital job applications or portfolios, interviews, fax
and email texts, instructions, pro formas, work experience reports or personal reflective journals,
datashow presentations, brochures, pamphlets, catalogues and posters.
Outcome 2
On completion of this unit the student should be able to create and present texts taking account of
audience, purpose and context.
To achieve this outcome the student will draw on knowledge and related skills outlined in area of
study 2.
Key knowledge
This knowledge includes
• the structures, features and conventions of a range of print, non-print and multimodal texts created for
different purposes; for example, personal and imaginative, informative, instructional, argumentative
or persuasive;
• the effects of form, context, audience and purpose on the author’s choice of structure and
language;
• the visual, auditory and digital features used by authors to make meaning;
• strategies for planning and revising text responses for coherence of form, language, structure,
audience and context;
• the metalanguage necessary to be able to discuss structures, features and forms of their own and
others’ texts;
• the conventions of spelling, punctuation and syntax of Standard Australian English.
Key skills
These skills include the ability to
• use accurately the structures, features and conventions of a range of print, non-print and multimodal
texts;
• select text type, subject matter and language to suit a specifi c audience, purpose and context;
• draw on content suggested by set texts to develop and support ideas and arguments;
• experiment with visual, auditory and digital features, where relevant, to make meaning;
• plan and revise for coherence of form, language, structure, audience and context;
• use appropriate metalanguage to discuss structures, features and forms of their own and others’
texts;
• use the conventions of spelling, punctuation and syntax of Standard Australian English.
Creating and presenting
In this area of study students’ writing is informed by their reading of a range of texts relevant to one
of the Contexts listed below. They are encouraged to read widely and to study at least one set text or
a collection of shorter set texts in order to examine the effects of form, purpose, audience and context
on the authors’ choice of structure and language. They draw on the knowledge gained from this study
to create their own written and/or multimodal texts in a process which includes planning, reviewing
and editing.
The Context selected for Unit 1 can be continued in Unit 2. Alternatively, a different Context selected
from those described below, could be undertaken in Unit 2.
Teachers and students choose from the following Contexts:
Exploring and presenting themes or ideas
In this Context students explore the ways in which particular themes or ideas (as determined by the
school) are presented in set print, non-print and multimodal texts. Students draw on this exploration
to create and present their own written and/or multimodal texts on the same theme or idea for a specific
audience, purpose and context.
- Examples of texts which could be used in addition to the set text to support this exploration include
websites, media texts, CD-ROMs, speeches, narrative film and documentaries, television
drama, illustrated children’s fi ction, song lyrics, scripts for fi lm, radio or television and oral
presentations.
- Examples of texts which could be created by students include essays, scripts for fi lm, radio or
and CD-ROMs.
Exploring technology and communication
In this Context students explore the way that different information and communication technologies
influence the language and structure of particular texts and the ways we communicate. Students
examine texts that have been created using information and communication technologies, explore
issues relevant to the use of these technologies, and create and present their own written and/or
multimodal texts for a specified audience, purpose and context.
Examples of texts which could be used in addition to the set text to support this exploration include
media texts, websites, e-zines, sms, datashow presentations, extracts from discussion groups, online
forums, CD-ROMs, hyperfiction, DVDs, video conferencing and email.
Examples of texts which could be created by students include essays, personal recounts, imaginative
print texts, feature articles, commentary, websites, e-zines, datashow presentations, CD-ROMs and
hyperfiction.
Exploring workplace communication
In this Context students explore the ways in which language is used to communicate in and about
the workplace. They read, listen to and view print, non-print and multimodal texts and they create
their own print, non-print and/or multimodal texts for a specifi ed audience, purpose and context.
Examples of texts which could be used in addition to the set text to support this exploration include
novels, short stories, narrative fi lms, documentaries, television programs, websites, interviews,
speeches, careers section of the newspaper, reports, manuals, such as Occupational Health and
Safety manuals, brochures, pamphlets and posters.
Examples of texts which could be created by students include essays, short stories, short instructional
or informative videos, websites, scripts, text of speeches, personal recounts, feature articles for a
workplace magazine, business letters, reports, digital job applications or portfolios, interviews, fax
and email texts, instructions, pro formas, work experience reports or personal reflective journals,
datashow presentations, brochures, pamphlets, catalogues and posters.
Outcome 2
On completion of this unit the student should be able to create and present texts taking account of
audience, purpose and context.
To achieve this outcome the student will draw on knowledge and related skills outlined in area of
study 2.
Key knowledge
This knowledge includes
• the structures, features and conventions of a range of print, non-print and multimodal texts created for
different purposes; for example, personal and imaginative, informative, instructional, argumentative
or persuasive;
• the effects of form, context, audience and purpose on the author’s choice of structure and
language;
• the visual, auditory and digital features used by authors to make meaning;
• strategies for planning and revising text responses for coherence of form, language, structure,
audience and context;
• the metalanguage necessary to be able to discuss structures, features and forms of their own and
others’ texts;
• the conventions of spelling, punctuation and syntax of Standard Australian English.
Key skills
These skills include the ability to
• use accurately the structures, features and conventions of a range of print, non-print and multimodal
texts;
• select text type, subject matter and language to suit a specifi c audience, purpose and context;
• draw on content suggested by set texts to develop and support ideas and arguments;
• experiment with visual, auditory and digital features, where relevant, to make meaning;
• plan and revise for coherence of form, language, structure, audience and context;
• use appropriate metalanguage to discuss structures, features and forms of their own and others’
texts;
• use the conventions of spelling, punctuation and syntax of Standard Australian English.