[English] Study Design and Expected Qualities

Sun Sep 9 20:35:52 EST 2012

I first taught TEES, then TEER and now have TEEL thrust upon me. The S was
for 'significance' and the R for 'relevance'. These made straightforward
sense as a check that a point had been made. Unfortunately, TEEL has
allowed the misconception that the link should be forward to confuse both
students and teachers. The pieces that follow it without understanding it
raise a point, give an example, then make a link to the next point. Their
next paragraph begins by reiterating the linked point, giving an example
and linking to the next point... and so they go on. They're horrible to
read, as one's hopes are constantly raised, but there is no satisfaction in
reaching any conclusions throughout the writing... and they're repetitive.

Monica

On Sun, Sep 9, 2012 at 8:19 PM, Bradley,John <
John.Bradley at marcellin.vic.edu.au> wrote:

>  I too am heartened by what seem to be a growing disquiet about TEEL. At
> my school students have been positively traumatised by TEEL which even
> appears as a directive on middle school exams. When you ask students to
> provide you with a short statement about their strengths, weaknesses, and
> expectations re English at the start of the year and hands go up asking if
> they have to use TEEL, you know you've got a problem. When I tell my
> students I am not in lockstep with this policy and reinforce this with
> reference to the many statements in VCAA assessment reports expressing
> frustration with formulaic answers, there is a palpable sense of relief.
>
> John Bradley
>  ------------------------------
> *From:* english-bounces at edulists.com.au [english-bounces at edulists.com.au]
> on behalf of Mary Mason [mary.mason at bigpond.com]
> *Sent:* Sunday, September 09, 2012 8:01 PM
>
> *To:* 'VCE English Teachers' Mailing List'
> *Subject:* Re: [English] Study Design and Expected Qualities
>
>   Can I say how much I agree about the difference between scaffolding and
> TEEL. I cannot think of anything more able to deaden a student’s voice than
> TEEL. That is not to say that some students need structure but to inflict
> this on the whole class is a recipe for disaster. Every year the examiners
> talk about how students should not write formulaic responses. Yet it
> continues. In fact, I would say that TEEL is more prescriptive now than
> when I started teaching. Perhaps it was called something different then.
>
>
>
> Mary
>
>
>
> *From:* english-bounces at edulists.com.au [mailto:
> english-bounces at edulists.com.au] *On Behalf Of *Reynolds, Gail G
> *Sent:* Sunday, 9 September 2012 3:19 PM
>
> *To:* VCE English Teachers' Mailing List
> *Subject:* Re: [English] Study Design and Expected Qualities
>
>
>
> I think there is a difference between scaffolding and formula, one is a
> coathanger for the students' interpretations, the other is a prescriptive
> format.  There may be a (hopefully temporary) place for the former but none
> for the latter...
>
> Gail
>  ------------------------------
>
> *From:* english-bounces at edulists.com.au [english-bounces at edulists.com.au]
> on behalf of Jan May [Jan.May at stleonards.vic.edu.au]
> *Sent:* Sunday, 9 September 2012 2:55 PM
> *To:* VCE English Teachers' Mailing List
> *Subject:* Re: [English] Study Design and Expected Qualities
>
> Well said about formulas, Gail. We don't want all our students to become
> 'clones'. Individual interpretation makes reading and writing about texts
> more engaging.
>
> Instead of TEEL, we need EII. Encourage Individual Interpretation.
>
>
>
> I'd better add a disclaimer. These are my personal views and not
> necessarily those of others with whom I work. Although, I do acknowledge
> that some weaker students do benefit from having a clearly scaffolded task.
>
>
>
> Jan May
>
>
>
>
>
>
> On 09/09/2012, at 1:53 PM, "Reynolds, Gail G" <
> reynolds.gail.g at edumail.vic.gov.au> wrote:
>
>  Janny is absolutely right, but I'd also add that your interpretation may
> not be the same as my interpretation but both could be valid if properly
> supported through reference to the text. Students should be encouraged to
> develop their own 'reading' of both text and questions ... and firmly
> disuaded from formulaic answers like those that a rouge tutor (and bane of
> my teaching life)  is 'teaching' far too many of our students! (grrrrrrr!!!)
>
>
>
> Back to SAC marking
>
>
>
> Gail
>  ------------------------------
>
> *From:* english-bounces at edulists.com.au [english-bounces at edulists.com.au]
> on behalf of mccurryj at netspace.net.au [mccurryj at netspace.net.au]
> *Sent:* Sunday, 9 September 2012 11:39 AM
> *To:* VCE English Teachers' Mailing List
> *Subject:* Re: [English] Study Design and Expected Qualities
>
> I assume that the proposition in the topic represents an interpretation.
>  The range of possible topics suggests a range of possible interpretations,
> giving more or less weight to different aspects of the text.  I would not
> assume that, in a given response, the student is necessarily required to
> 'provide a range of interpretations' but to show the ability to discuss a
> specific claim about a text.  These ideas are picked up again in the
> specifications to Section A of the exam in the material that prefaces the
> 2009 sample exam- the famous four dot points. .
>
>
>
> Cheers, Janny
>
>
> ----- Original Message -----
>
> *From:*
>
> "VCE English Teachers' Mailing List" <english at edulistscom.au>
>
>
>
> *To:*
>
> "VCE English Teachers' Mailing List" <english at edulists.com.au>
>
> *Cc:*
>
>
>
> *Sent:*
>
> Sun, 9 Sep 2012 11:00:16 +1000
>
> *Subject:*
>
> [English] Study Design and Expected Qualities
>
>   People may remember my discussion on Expected Qualities a while back.
> Well looking at the current study design I wonder why a key element in the
> flagship statement:
>
>
>
> ‘On completion of this unit the student should be able to analyse, either
> orally or in writing, how a selected
>
> text constructs meaning, conveys ideas and values, and* is open to a
> range of interpretations*.’ (My italics.)
>
>
>
> Is not being represented in the Expected qualities at all? Namely,
> question of students providing a range of interpretations.
>
>
>
> The idea of interpretation being a key element in the course is mentioned
> again in the skills list:
>
>
>
> • discuss and compare possible interpretations of texts using evidence
> from the text;
>
>
>
>
>
> Any thoughts?
>
>
>
>
>
> (extract from current study design below)
>
>
>
>
>
> Reading and responding
>
>
>
> This area of study focuses on the reading of a range of literary texts to
> develop critical and supported
>
> responses.
>
> Students examine the structures, features and conventions used by authors
> of a range of selected texts
>
> to construct meaning They identify, discuss and analyse these in order to
> explain how meaning is
>
> constructed through textual elements such as language and images. They
> also examine the ways in
>
> which the same text is open to different interpretations by different
> readers; for example, the ways in
>
> which a text can be read differently in a different time, place or
> culture. They describe and analyse
>
> the way in which social, historical and/or cultural values are embodied in
> texts, and develop oral and
>
> written responses to a selected text, using appropriate metalanguage. The
> term ‘selected text’ refers to a
>
> text chosen from the list of prescribed texts in Text List 1 published
> annually in the VCAA Bulletin.
>
>
>
> Outcome 1
>
> On completion of this unit the student should be able to analyse, either
> orally or in writing, how a selected
>
> text constructs meaning, conveys ideas and values, and is open to a range
> of interpretations.
>
> 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 selected text;
>
> • the structures, features and conventions used by authors to construct
> meaning in a range of literary
>
> texts;
>
> • methods of analysing complex texts and the social, historical and/or
> cultural values embodied in
>
> texts;
>
> • the ways in which the same text is open to different interpretations by
> different readers;
>
> • strategies and techniques for constructing a supported analysis of a
> text, including a knowledge of
>
> the metalanguage appropriate to the analysis and to the text type;
>
> • key elements of oral language conventions and usage in a range of text
> types;
>
> • features of spoken texts which successfully engage audiences;
>
> • techniques for managing feedback and leading discussion;
>
> • the conventions of spelling, punctuation and syntax of Standard
> Australian English.
>
> Key skills
>
> These skills include the ability to
>
> • critically analyse texts and the ways in which authors construct meaning;
>
> • analyse the social, historical and/or cultural values embodied in texts;
>
> • discuss and compare possible interpretations of texts using evidence
> from the text;
>
> • use appropriate metalanguage to construct a supported analysis of a text;
>
> • plan and revise written work for fluency and coherence;
>
> • apply oral language conventions in a chosen oral text type;
>
> • engage an audience through interested and varied language use;
>
> • respond to audience interest and engagement;
>
> • use the conventions of spelling, punctuation and syntax of Standard
> Australian English.
>
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>  John Bradley
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