Pearson English VCE EAL Guide

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CONTENTSHow to use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

Getting startedStudents’ learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

The Study Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Examination success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

NarrativesNarrative point of view . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Text structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Grammar attackPersonal pronoun use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Verb tense agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Active and passive voice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Writing good sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Writing complex sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Improving your vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Reading and responding to textsCompleting the text response essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Exploring themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Text responses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Poetry: Writing a text response . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Reading and comparing textsThe comparison . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Reading and creating textsCreative writing task . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Writing a reflective statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Success at creative writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Adapting or additions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Analysing and presenting argumentThe Study Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Analysing argument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Presenting argument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Presenting argument: Oral . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Listening to textsUnpacking verbal texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59

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iv PEARSON english • VCE EAL Guide

How to useThe Pearson English VCE EAL Guide has been written to the new Victorian Certificate of Education English and English as an Additional Language Study Design for 2016–2020 and cover Units 1–4 Area of Study 1–4.

The EAL Guide is divided into eight sections:1: Getting started2: Narratives3: Grammar attack4: Reading and responding to texts5: Reading and comparing texts6: Reading and creating texts7: Analysing and presenting argument8: Listening to texts

Getting startedThis section introduces key information about the VCAA Study Design and the examination. This section also includes a list of key question words that you are likely to face in tasks on the Study Design.

NarrativesThis section provides information to teach you how to develop an understanding of the correct metalanguage to describe the specific features of the medium or text type you are studying. This section also includes graphic organisers and Learning activities to help develop this skill.

Grammar attackThis section outlines some rules of grammar to enable you to write in the grammatically correct form. This section also includes graphic organisers, Writer’s toolboxes and Learning activities to develop your writing skills.

Grammar attack 1514 PEARSON english • VCE EAL Guide

■■ Types of sentences

Phrase • Contains a group of words that function primarily to support either nouns, adverbs, verbs, adjectives or prepositions.

• Example: have been running = verb phrase; under the road = prepositional phrase; a pod of whales = noun phrase.

Simple sentence • Contains a single main clause.

• Example: The day was wet.

Compound sentence • Formed when two main clauses are joined with a conjunction.

• Example: She was studying literature, but now she studies law.

Complex sentence • Contains a main clause and one or more dependent or subordinate clauses.

• Example: He prefers chocolate cake when it is his birthday.

Conjunction • Connect or join together words, phrases, clauses, or sentences.

■■ A good sentence

In the 19th century, women were discriminated against by men and had fewer rights. Because of this, women had little access to formal education and were restricted by social conventions and role expectations around gender.

ConjunctionDeterminer

Adjective qualifier gives context/time/setting

Subject Verb Object Added clause

Connector Second sentence begins to elaborate on issues affecting women, revealing deeper level consideration of the wider context.

First sentence introduces idea related to the subject ‘women’.

WRITING COMPLEX SENTENCESGood writing depends on your ability to connect your ideas, phrases, sentences and paragraphs. In order to develop a logical and coherent flow of ideas in your writing, you must be able to use connecting words, called connectives. Conjunctions and adverbial phrases are examples of connectives.

■■ Connectives

Concessional Conditional Comparative Time Reason/ causal

Place Relative pronoun

though if alternatively since because where who

although unless rather than till since wherever whom

while only if whether until so that whoever

even though until, however as much as when in order (that) whose

whether provided that whereas once

➤ Learning activitiesConstruct a list of phrasal verbs that you think might be acceptable for use in each of the following Area of Study writing tasks. Discuss your answers with your classmates.

Creative Presenting/ Analysing argument

Expository

ACTIVE AND PASSIVE VOICEEnglish language has two voices: the active voice and the passive voice. In text response essays, it is better to use the active voice because it generally sounds more authoritative and academic.• Active voice: the subject of the sentence does the action. Example: Sally kicked

the ball.• Passive voice: the subject of the sentence is having the action done to it.

Example: The ball was kicked by Sally.

➤ Learning activities1. Identify the voice used in the following examples.

The themes of loss of innocence and childhood memories are expressed in the poems ‘The Violets’ and ‘Nightfall’ by Gwen Harwood.

Gwen Harwood’s poems ‘The Violets’ and ‘Nightfall’ explore the themes of loss of innocence and childhood memories.

2. Read the following sentences about the The Crucible by Arthur Miller.

Miller implies that tolerance of different viewpoints is an important characteristic of a healthy society.

An important characteristic of a healthy society is tolerance of different viewpoints according to Miller.

a. Which sentence is active? Which is passive?

b. Discuss with your classmates which one is more effective and why.

c. Write 10 active sentences on the text/s you are studying.

WRITING GOOD SENTENCESPractise writing sentences that reference a context, time or point in your text or by placing the subject as the head word in your sentence. This should be followed by the idea you wish to express. Remember to insert the correct subject verb agreement and appropriate connectives for fluency. Your next sentence can then elaborate on the idea within the wider context of the story.

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Reading and responding to textsThis section walks through responding to a written prompt about a text. The Learning activities in this section provide insight into how to approach text response tasks, including the language of prompts and language required when crafting a well-written and detailed analysis of text.

Reading and comparing textsThis section outlines how to make meaningful connections between two texts and how to compare two texts to reveal an understanding of different viewpoints on ideas, issues and themes – this is a requirement of the Area of Study. The Learning activities at the end of the section develop these comparing skills further.

Reading and comparing texts 2928 PEARSON english • VCE EAL Guide

■■ Assessment ideas

The examiners are looking for: So you need to:

How might texts be interpreted differently or from different viewpoints

Consider the similarities and differences between texts

Examination of different interpretations of texts and consideration of how these resonate with or challenge their own interpretations

Develop an awareness that some features are specific to texts, while others are similar across texts

Synthesis of ideas and interpretations to develop an interpretation of your own

Draw on prior knowledge and supplementary material to broaden and deepen your understanding of texts

Writer’s toolboxThese are just a few examples of language you can use to make your comparisons of texts clearer.

Comparelike

similarboth

Contrastalthoughhowever

unlike

Differenthardly

disssimlarslightly

Sameentirelynearlyalmost

Language of Comparions

Identifying features: Plot structureTo start identifying the plot structure, make a plot outline of key events in the text. Then choose three of the main characters and highlight which part of the plot they were involved in. Finally, identify key knowledge that may have been withheld from them or any other complication.

The following table is a useful way to identify the plot and characters in a text.

■■ Identifying plot structure

Plot events Character 1 Character 2 Character 3

Involvement: Involvement: Involvement:

Tension/conflict

What/with whom?

Tension/conflict

What/with whom?

Tension/conflict

What/with whom?

Values: Values: Values:

Change in values/ character/plot

Alternative resolution: Alternative resolution: Alternative resolution:

Reading and comparing textsIn this section, you will learn to make meaningful connections between two texts, including identifying similarities and differences between them and exploring how similar features of texts help to convey meaning. You will also learn to compare two texts to reveal an understanding of different viewpoints on ideas, issues and themes – the requirements of the Area of Study.

THE COMPARISONTo compare texts, you need to study how the texts are constructed, and then you compare the texts and complete your interpretation of each text. For each text, you need to consider the following:• What are the unique features of the text?• How do the authors/composers create meaning in the text by using text elements

such as setting, plot, characterisation and language choices?• What values and views of the author are present in the text?• How does the author’s voice come through in the text?• How does the author’s own context influence the construction of the text?• What are the key components of the text?• What is the author’s original approach to the voice, language and characteristics

of the form of the text?• What is my own interpretation of the text?

■■ The elements of text comparison

Know the text• What is the context

and setting of each text?

• How are the texts structured?

• Why were the texts created?

• What is the cultural context?

• Form of text and genre• Narrative viewpoint• Language• Characterisation• Author’s influences• Symbols and motifs

Know what to compare• Contextual differences• Structural differences• Themes, ideas and

issues, e.g. the role of the media, power and corruption, friendship, self-identity, social norms and beliefs, social justice, prejudice, political ideologies

How to compare?• Use of graphic

organisers, such as Venn diagrams or charts, are good to show key differences or similarities between texts

• Language for comparison

• Essay structures

Reading and creating textsThis section focuses on how to present an original text from an alternative perspective, transposing the original into another form or exploring a gap in the original text to create a new moment. Adapting language features or stylistic devices will also be covered as well as how to write a reflective statement.

Analysing and presenting argumentThis section outlines how to construct a logical and reasoned argument for a particular audience. The section also covers persuasive language, identifying resources to support your argument and understanding how writers present information in persuasive texts. The Learning activities throughout this section help to develop these key skills.

Listening to textsThis last section focuses on developing and refining listening skills to enable you to understand the literal and inferential levels of spoken text. This section also provides information on how to successfully listen to text and a sample listening task to put these skills into practice.

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2 PEARSON english • VCE EAL Guide

Getting startedKey to your success in English as an Additional Language (EAL) is your ability to develop communicative competence in the range of texts you are required to perform and study. This book is a practical aid to help you to improve your writing, listening, speaking and reading skills. It features a wide range of useful activities that examine the qualities of written, spoken and multimodal texts, and builds your capacity to respond using language with increasing complexity.

STUDENTS’ LEARNINGResearch shows that real learning only occurs through engaging with the concepts you are being taught in a meaningful way. Relate what you are studying to your own experience, consider the meaning of what you learn about text as you read and complete the formative activities set by your teacher.

THE STUDY DESIGNFirst, you must become familiar with the VCAA Study Design, the requirements of the course and the assessment tasks for each Area of Study. Each outcome has a list of key knowledge and key skills that you need to draw from to complete each task.

To successfully complete assessment tasks, you need to access language strategies to decode texts through becoming familiar with the register of different written and spoken forms. You need to model examples of language used effectively to communicate ideas about texts. You need to learn ways to express a deeper understanding of texts through developing analytical, comparative and creative as well as persuasive responses. Finally, you need to focus on the vocabulary and grammar required to become a fully functional literate.

■■ The VCAA Study Design 2016–2020

Course Unit 1 Unit 2 Unit 3 Unit 4

Area of Study 1 Reading and creating texts

Reading and comparing texts

Reading and creating texts

Reading and comparing texts

Area of Study 2 Analysing and presenting argument

Analysing and presenting argument

Analysing argument

Presenting argument

Area of Study 3 Listening to texts

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Unpacking the Study Design■■ READING AND CREATING TEXTS

Reading texts: This aspect of the Study Design focuses on the way texts are structured, including reasons for structure. In Unit 1, you must write an analytical response. In Unit 3, there is a shift to a more analytical written interpretation. The difference between a response and an interpretation lies in your own consideration and interpretation of meaning within the text.

Creating texts: This aspect of the Study Design involves creating a form that is generated from the close study of one text. Note: you do not have to write a creative text for the Unit 4 examination.

■■ READING AND COMPARING TEXTSThis involves the study of the common features of and differences between two texts.

■■ ANALYSING AND PRESENTING ARGUMENTAnalysing and presenting argument is a focus on argument and how it is presented. In Units 1 and 2, ‘Analysing and presenting argument’ are concurrent, but in Unit 3 the assessment task is on ‘Analysing argument’ and in Unit 4 ‘Presenting argument’, which includes a compulsory oral presentation.

■■ LISTENING TO TEXTSUnit 3, Area of Study 3 Listening to texts requires students to comprehend and understand spoken texts. The texts can be audio or visual. The Listening to texts will also be examined in the Unit 4 examination. This task will require you to listen and show you understand the details of what is being spoken but also the gist – substance and general meaning of the spoken text. You will also be asked about how the gist is conveyed in the spoken text.

Key question wordsLearning the meaning of key question words is important to understanding the demands of all tasks on the Study Design and can give you confidence when tackling tasks. As students, you are being asked to present and defend opinions by making judgements about information, validity of ideas, or quality of work based on a set of criteria.

■■ Key question words

present award conclude decide defend

value deduct perceive influence explain

interpret opinion agree compare justify

evaluate determine support assess criticise

to what extent discuss what affects do you agree explore

apply build choose construct develop

interview make use of select plan organise

solve utilise identify model experiment

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➤ Learning activitiesSelect 15 words from Key question words and describe what they are asking you to do with the task .

EXAMINATION SUCCESSBefore the examination

■■ PREPAREMake no mistake – your exam preparation starts here at the front of this book and everything else you do between now and the final day! Much of your success in English and EAL depends on how you interpret the questions on the exam.

■■ EMBEDThroughout the year, embed what you have learned by revisiting your notes at the end of each fortnight. Remind yourself what the key ideas are about the range of texts and language features. Revise regularly the scaffolds and language of written and spoken genres you are required to present.

■■ PRACTISEPractise writing and speaking in each genre you are studying and get regular feedback from your teachers. Work with other learners and reflect critically on each other’s sentences, ideas, paragraphs and introductions, body paragraphs and conclusions. This guide will help you to develop your ability to express ideas clearly and cohesively in writing and speaking tasks. Do as many practice exam task questions as you can under timed conditions, working out the best strategies for success.

The examinationThe Unit 4 examination is divided into three sections.

■■ The EAL Examination

Written examination Weighting Timing

Section A − Listening to texts 20%

Reading time: 15 minutes

Writing time: 3 hours

Section B − Reading and creating texts 40%

Section C − Analysing argument 40%

Total examination score 100%

Note:1. The Listening to texts task will be given a set time as prescribed by VCAA.2. The audio will be played twice.3. Check with VCAA for any changes or updates to the Unit 4 EAL Examination format.

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■■ SECTION A: LISTENING TASKIn this section, you will be required to respond to unfamiliar spoken texts. In 2017–2018, VCAA advises that the listening section will be delivered with an audio stimulus. In 2019–2020, VCAA advises that the intention is that there will be an audio–video stimulus.

■■ SECTION B: ANALYTICAL RESPONSEIn this section, you will need to write an analytical response to one of two texts selected from the English/EAL Text List.

■■ SECTION C: ANALYSING ARGUMENTThe analysing argument section is divided into two parts.• In Part 1, you need to demonstrate understanding of an unseen text/s including

written and visual material.• In Part 2, you need to write an analysis of argument and the use of persuasive

language in the unseen text/s.

Note: This advice is for the 2017–2018 examination period only.

Starting the examination■■ READING TIME (15 MINUTES)

During reading time, ensure that you cover all three sections of the exam:• Select your text response prompt and work out how you will tackle the text

response.• Read the articles in Section C – Analysing argument as many times as you can.

Work out the contention, the stakeholders, the main argument and how the writer structures the material and argument to position the reader.

• Read the questions for the listening task.

■■ THE EXAM (3 HOURS)Plan how you will use the three hours. VCAA will allocate time for Section A – Listening to texts, but you will then need to sort out how you will organise your time during the remainder of the examination.

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NarrativesThe VCAA Study Design requires you to read, study and investigate a wide range of texts with differing narratives. In this section, you will learn to develop an understanding of the correct metalanguage to describe the specific features of the medium or text type.

NARRATIVE POINT OF VIEWIdentifying the narrative point of view of a text is crucial to understanding the values that form the perspective of the narrator or story-teller in the text. It is important to identify the voice of the writer and whose perspective the text is written from, as this may impact greatly on interpretations of the text.

■■ Common narrative points of view

First person major • Told through eyes of the main character

• Examples are The White Tiger, To Kill a Mockingbird and Montana 1948 .

First person minor • Told from a character who may or may not have been involved in the events

• An example is The Great Gatsby .

Third person omniscient

• The narrator isn’t connected to any character and has insights into all characters’ perspectives of events

• Examples are Brave New World, The Da Vinci Code and 1984 .

Third person limited

• Takes on the view of a character without being that character .

• Commonly used in narratives today .

• An example is the Harry Potter series .

Examining points of viewWhen examining the narrative point of view within texts, consider the following questions:• Is the text written in the first person? If so, consider:

a. How does the age and situation of the narrator impact on their reporting of their experiences?

b. How does this point of view add a particular bias to the text?

Writer’s toolboxDenouement: the final part of a play, film or narrative in which the strands of the plot are drawn together and matters are explained or resolved.

Metalanguage: a form of language or set of terms used for the description or analysis of another language.

Narrative: a text written as a fictional story.

Narrator: storyteller.

Point of view: whose perspective the story is being told from.

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Narratives 7

• Is the text written in the third person? If so, consider:a. How are the characters’ different perspectives portrayed by the author?– What is the author trying to communicate through the development of

characters throughout the text?– How does the author’s own life context shape the ideas explored in the text?

■■ Common points of view for narrative genres

Person Subject Object Genres

First person I, we me, us • Diaries

• Memoirs

• Autobiographical texts

• Letters

• First-person narratives

Second person you, your you • Instructional texts

Third person he, she, it, they him, her, them, it • Narratives

• Reportage texts, including news articles

• Speeches

• Essays

First and third persons • Hybrid texts

➤ Learning activitiesComplete the following table experimenting with different voices . Include the correct subject–verb agreement .

First person: the person speaking

Second person: the person being spoken to

Third person: the person being spoken about

I climbed the highest peak . You climbed the highest peak . He climbed the highest peak .

I was late for school . You were late for school .

My tooth was broken . His tooth …

This is your book .

She wrote an autobiographical account of her experiences .

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TEXT STRUCTURE■■ Traditional narrative structure

Orientation

Complication

Rising action

Climax

Falling action

Denouement

Linear and non-linear narrative structuresA common structure for narratives is to follow a linear or chronological plot that follows the events as they happen in time. A second type is the non-linear narrative, which is when the storyteller manipulates the time frames in which the story is told. Often, this is done to add elements of suspense or intrigue by disrupting the reader’s expectations about characters. It is important to look at the stylistics elements of non‑linear narratives and what they bring to the exploration of character and ideas.

■■ Genre structure features

Composer Story-teller Key features

Novel, short story, memoir, biographical texts

Writer/author

Narrator, either first person or third person

• Language• Point of view• Setting

Film Director Narrator • Cinematography• Sound• Lighting• Costume• Props

Poetry Poet Speaker/voice • Language• Form• Imagery• Figurative language, such as

simile and metaphor

Play Playwright Usually no one • Acts• Scenes• Props• Sets• Sound effects• Lighting• Narrator• Characters• Stage directions

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Pearson English VCE EAL Guide