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<div dir="ltr"><font color="#000000" size="2" face="Tahoma">Hi, </font></div>
<div dir="ltr"><font size="2" face="tahoma"></font> </div>
<div dir="ltr"><font size="2" face="tahoma">I think that the text that discusses hybrid writing is the Oxford book. It is a good book, but I warn people that text books are the interpretation of a few teachers. The publishers are not the authority. VCAA is
the authority and the Study Design is the document to refer to.</font></div>
<div dir="ltr"><font size="2" face="tahoma"></font> </div>
<div dir="ltr"><font size="2" face="tahoma">Many of us have faced the same problem with the styles of writing in Writing in Context. I ask myself : of all the possible styles of writing in the world (EVERYTHING: fairy tales, limerick, beat poems, newspaper
articles, instructional writing, diaries whatever) which forms could not be considered either expository, persuasive or imaginative. If you remember that expository just means to expose, persuasive to persuade and imaginative to imagine, then it follows that
they are not even really forms of wriiting. They are general purposes of writing and encompass many forms Thus, my answer is that ANY form of writing is allowable.
</font></div>
<div dir="ltr"><font size="2" face="tahoma"></font> </div>
<div dir="ltr"><font size="2" face="tahoma">Next question is: which are we going to recommend. And for me the answer is: It depends on the student, the text, the context and the prompt.
</font></div>
<div dir="ltr"><font size="2" face="tahoma"></font> </div>
<div dir="ltr"><font size="2" face="tahoma">Next question is: are there any styles to steer kids away from. My answer is that there are some forms that would be really hard to produce in a SAC or exam whilst showing sophisticated development of ideas. It is
possible that an extremely clever writer could produce an acroustic poem that was brilliant, but I have not yet met that student. Also we know that an strict analytical exposition writing in the same manner as a Text Response ie part one of the exam, is not
going to be the best idea. </font></div>
<div dir="ltr"><font size="2" face="tahoma"></font> </div>
<div dir="ltr"><font size="2" face="tahoma">I tell my students and staff to forget entirely about the style or form, just write well, keep the idea of the prompt at the heart of the piece, keep the context in mind.</font></div>
<div dir="ltr"><font size="2" face="tahoma"></font> </div>
<div dir="ltr"><font size="2" face="tahoma">Sometimes people need to hear the message from someone outside their work context. VATE maybe able to help with someone who could do some on-line mentoring.
</font></div>
<div dir="ltr"><font size="2" face="tahoma"></font> </div>
<div dir="ltr"><font size="2" face="tahoma"></font> </div>
<div>
<div><font face="Garamond"><strong>Yours, </strong></font></div>
<div><font face="Garamond"><strong>Greta Caruso</strong></font></div>
<div><font size="2" face="tahoma">English Faculty Head </font></div>
<div><font size="2" face="tahoma">Kingswood College</font></div>
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<font size="2" face="Tahoma"><b>From:</b> english-bounces@edulists.com.au [english-bounces@edulists.com.au] On Behalf Of Jenny Gilbert [nenifoofer@gmail.com]<br>
<b>Sent:</b> Sunday, 12 June 2011 3:13 PM<br>
<b>To:</b> 'VCE English Teachers' Mailing List'<br>
<b>Subject:</b> Re: [English] suggestions needed for context teaching<br>
</font><br>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt">Hi Gail – and thankyou – this is VERY affirming</span><span style="FONT-FAMILY: Wingdings; COLOR: #1f497d; FONT-SIZE: 11pt">J</span><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt">.
Thankyou for taking the time for such a detailed response. I hope you follow up with that text book and I sincerely appreciate the ideas for writing PD you are suggesting. We are, for all intents and purposes, on the same page with our approach to marking
context. I hope to mark it this year in exam marking. I believe we have to do some PD as a staff on teaching writing – it is an area of weakness IMO across the board and I am looking into ways of doing this. Maybe I will start with a plate of Jelly lol.
</span></p>
<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt"></span> </p>
<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt">Have a good weekend (off to benchmark context pieces lol)
</span></p>
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<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt">Jen</span></p>
<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt"></span> </p>
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<p class="MsoNormal"><b><span style="FONT-FAMILY: 'Tahoma','sans-serif'; FONT-SIZE: 10pt" lang="EN-US">From:</span></b><span style="FONT-FAMILY: 'Tahoma','sans-serif'; FONT-SIZE: 10pt" lang="EN-US"> english-bounces@edulists.com.au [mailto:english-bounces@edulists.com.au]
<b>On Behalf Of </b>Reynolds, Gail G<br>
<b>Sent:</b> Sunday, 12 June 2011 2:22 PM<br>
<b>To:</b> VCE English Teachers' Mailing List<br>
<b>Subject:</b> Re: [English] suggestions needed for context teaching</span></p>
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<p><span style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">HI Jenny,
</span></p>
<p><span style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"></span> </p>
<p><span style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">I think it helps to think of those descriptions as an opening out of what
<strong><span style="FONT-FAMILY: 'Tahoma','sans-serif'">can</span></strong> be done rather than a prescription for what
<strong><span style="FONT-FAMILY: 'Tahoma','sans-serif'">must</span></strong> be done. I challenge you to nominate any piece of writing that cannot be fitted to one of the modes or a hybrid of these. I did this exercise with my staff and we couldn't find anything
which could not be seen as fitting; because of this, we have somewhat ( but not completely) de-emphasised the categories and have increased focus on ways of producing "good" writing.</span></p>
<p><span style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"></span> </p>
<p><span style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">Note that in the exam the students <strong><span style="FONT-FAMILY: 'Tahoma','sans-serif'">are not allowed</span></strong> to nominate any style and in fact last time I marked
this section, we were told <strong><span style="FONT-FAMILY: 'Tahoma','sans-serif'">
</span></strong>to<strong><span style="FONT-FAMILY: 'Tahoma','sans-serif'"> disregard</span></strong> any Explanations which might accompany the Context. This in effect means that the only place the students need to be able to identify how their piece fits
into the nominated formats is in their SACs in their "explanation of authorial choices". Our Y12 teachers agreed that we were doing holistic marking and as we marked the SACs we would place the emphasis of our marking on the actual piece of writing more than
the Explanation (although we still took this into account). I personally would not overly-penalise students who mix up the various categories, especially in view of the contradictory information which the students may be accessing. It is interesting that
my best students can all provide an excellent Explanation and those who mix up the information sit in the mid to lower range in any case... ( I may be bad, but I do not lose too much sleep over this)</span></p>
<p><span style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"></span> </p>
<p><span style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">One of our major difficulties with this section is that the Design itself is unclear as to the task and our approach is always going to be like juggling jelly... you have to
find your own way to succeed and some of it will end up on the floor. I do understand the feelings of the teacher who wants something to cling to -- in its first year everyone was playing safe and Assessors had SOOOOO many boring formulaic expository pieces
to mark. I also know that variety and freshness and engagement with the writing are things the Assessors look for. I am afraid we have to lead our staff and our students into more open fields when it comes to this section... and it 'aint easy!'
</span></p>
<p><span style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"></span> </p>
<p><span style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">The awful
<strong><span style="FONT-FAMILY: 'Tahoma','sans-serif'">how much text </span></strong>question -- answer: between one word and all of it. I have seen excellent pieces which have used a text as a springboard to dive into new ideas -- for example a student who
used the film <em><span style="FONT-FAMILY: 'Tahoma','sans-serif'">Witness</span></em> as the basis, writing about the Amish practice of Rumspinga. There is a clear relationship to the film, a sound platform for discussing Identity and Belonging and scope
to incorporate the prompt, but it did not draw directly upon the text. On the other hand there is an occasionally successful strategy which views the plot of a text through the eyes of another character (so this one is nearly all text). The thing to remember
is that this is <strong><span style="FONT-FAMILY: 'Tahoma','sans-serif'">not a text response
</span></strong>(50% text is likely to be way over the top in an expository for example). We don't need mention of the text every paragraph or use a formulaic paragraph about the student's experience followed by a paragraph about the text (few writers are
able to make this interesting and engaging) I try to get my students to think about the big ideas, how do we explore these, what will capture the young writers' imaginations/ interest the potential audience?</span></p>
<p><span style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"></span> </p>
<p><span style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">As for your staff member, I wish you luck (she says, her mind crowded with bitter memories). One of the text books has an excellent section on hybrid writing (It is on my desk
at school and I can't remember which one off hand, but I'll let you know if I remember) you could try giving that to the teacher concerned. For the students at her mercy, how about offering the whole 12 Eng cohort an afternoon of Context-focused writing workshop
with the English teachers in attendance (Is there a local writer you could get to facilitate the workshop? Mildura is a relatively big place, there has to be someone who would do it ... or someone prepared to come in from elsewhere. VATE may have some ideas
for people to approach???) This one has the value of acting as PD for your staff without singling out or confronting ... and it could bring new ideas for everyone.</span></p>
<p><span style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"></span> </p>
<p><span style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">I don't have many more suggestions and believe me, I can empathise with your predicament. I am not sure that I ever completely succeeded with my guy, but I tried to give oblique
gentle shoves and increased exposure to a range of sample responses/sample lessons (Could you do this in an English faculty meeting?) I have just had a meeting with my staff where I asked everyone to bring a sample writing lesson. It was actually a lot of
fun and some of that will translate into teaching our Context...</span></p>
<p><span style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"></span> </p>
<p><span style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">(Hope I haven't done that grandma and egg sucking thing..)</span></p>
<p><span style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"></span> </p>
<p><strong><span style="FONT-FAMILY: Vivaldi; COLOR: black; FONT-SIZE: 13.5pt">Gail Reynolds</span></strong><span style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"></span></p>
<p><span style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">English and Literacy Co-ordinator</span></p>
<p><span style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">Box Hill High School</span></p>
<p><span style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">9877 1177</span></p>
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<p style="MARGIN-BOTTOM: 12pt" class="MsoNormal"><b><span style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">From:</span></b><span style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"> english-bounces@edulists.com.au
[english-bounces@edulists.com.au] on behalf of Jenny Gilbert [nenifoofer@gmail.com]<br>
<b>Sent:</b> Sunday, 12 June 2011 11:23 AM<br>
<b>To:</b> 'VCE English Teachers' Mailing List'<br>
<b>Subject:</b> [English] suggestions needed for context teaching</span><span style="COLOR: black"></span></p>
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<p><span style="COLOR: black">Hi Everyone</span></p>
<p><span style="COLOR: black">I have a need for some help in leadership </span><span style="FONT-FAMILY: Wingdings; COLOR: black">J</span><span style="COLOR: black"> I have an English teacher that is being quite prescriptive ( she is quite presecriptive with
most things) with the writing forms ‘expository, persuasive and imaginative’. She is not dealing well with the combination of possible forms and voices in written texts. She see them as three completely separate entities. Our teaching of this area of study
has evolved over time – and we now see the students as having to ‘create’ as writers using what they know about the Context, text and their understanding of the concepts in a given prompt. This means we have moved away from strict structural controls for a
5 paragraph essay, although we do teach it for those students who need something to hang their work on as they cling to something of a model. In yr 11 we do focus on the three modes – in Unit one we focus on expository and persuasive, in Unit two creative.
(We used to try and do all 3 in semester 1 but it became a workload nightmare) . In Units 3-4 students choose freely.
</span></p>
<p><span style="COLOR: black">When we first started with context there evolved an understanding of the expository essay form and that wretched formula of third person formal style with 50% use of the text, 25% world and 25% self as a guide for students to structure
their writing as informed by the ideas and issues of the set Context and text. While I have not said do not do this I have encouraged the flexibility and creativity of both students and teachers to see that the limits here are on the boundaries of the text
and context not the ‘rules’ of a specific writing genre. I wonder if there are ‘rules’. The way I see it there are typical features of writing depending on purpose, audience and form and we need to teach those over the years so that in Yr 12 students are able
to use this knowledge and their skills to write a response they feel comfortable with. In expository writing students can explore ideas, look at them from a number of angles, and draw conclusions. We are still experiencing confusion with this – students explaining
their work as expository when it clearly argues a view, or vice versa, claiming they have done a persuasive piece that in fact has not clear line of argument and is even lacking a clear contention. The pick ‘persuasive’ simply because in the end they express
an opinion. </span></p>
<p><span style="COLOR: black">Then there is that awful question – how much from outside the text has to be included? It seems the struggle with the grey continues with that 50/25/25 formula. I have – after PD recognised this is not the way to encouraged good
creation of texts. Last years examiners report confirms this</span></p>
<p class="MsoNormal"><span style="COLOR: black; FONT-SIZE: 10pt">On the other hand, it should be noted that:</span><span style="COLOR: black"></span></p>
<p class="MsoNormal"><span style="FONT-FAMILY: SymbolMT; COLOR: black; FONT-SIZE: 10pt">•
</span><span style="COLOR: black; FONT-SIZE: 10pt">there still seems to be a dependence on formulaic responses, which suggests that some students believe that</span><span style="COLOR: black"></span></p>
<p class="MsoNormal"><span style="COLOR: black; FONT-SIZE: 10pt">rote-learning is sufficient. The study of English is concerned with developing students’ understanding and</span><span style="COLOR: black"></span></p>
<p class="MsoNormal"><span style="COLOR: black; FONT-SIZE: 10pt">confidence in responding to the specific topics and prompts that are offered in the examination. Active</span><span style="COLOR: black"></span></p>
<p class="MsoNormal"><span style="COLOR: black; FONT-SIZE: 10pt">engagement with texts enables students to develop language awareness, articulate ideas and develop</span><span style="COLOR: black"></span></p>
<p class="MsoNormal"><span style="COLOR: black; FONT-SIZE: 10pt">communication skills</span><span style="COLOR: black"></span></p>
<p class="MsoNormal"><span style="FONT-FAMILY: SymbolMT; COLOR: black; FONT-SIZE: 10pt">•
</span><span style="COLOR: black; FONT-SIZE: 10pt">some students did not fully engage with the actual elements of the topics and prompts. Greater care needs to be</span><span style="COLOR: black"></span></p>
<p class="MsoNormal"><span style="COLOR: black; FONT-SIZE: 10pt">taken in analysing and recognising the specific expectations of each topic or prompt – often this comes down</span><span style="COLOR: black"></span></p>
<p><span style="COLOR: black; FONT-SIZE: 10pt">to a precise understanding of the words which comprise the task</span><span style="COLOR: black"></span></p>
<p><span style="COLOR: black; FONT-SIZE: 10pt">In section B the commentary is quite clear</span><span style="COLOR: black"></span></p>
<p class="MsoNormal"><span style="COLOR: black; FONT-SIZE: 10pt">The most successful responses drew thoughtfully from the text; however, the least successful only used a scene or a</span><span style="COLOR: black"></span></p>
<p class="MsoNormal"><span style="COLOR: black; FONT-SIZE: 10pt">feature of character in a superficial way or retold the plot of the text. This approach was not always relevant to the</span><span style="COLOR: black"></span></p>
<p class="MsoNormal"><span style="COLOR: black; FONT-SIZE: 10pt">prompt. There can be no definitive advice on the success of relying on a single text or employing both (or more). Some</span><span style="COLOR: black"></span></p>
<p class="MsoNormal"><span style="COLOR: black; FONT-SIZE: 10pt">students used the two texts expertly to demonstrate exceptions and qualifications, while others did little more than use</span><span style="COLOR: black"></span></p>
<p class="MsoNormal"><span style="COLOR: black; FONT-SIZE: 10pt">the second text to add yet more of the same examples. While students writing using an expository approach tended to</span><span style="COLOR: black"></span></p>
<p class="MsoNormal"><span style="COLOR: black; FONT-SIZE: 10pt">employ both texts, a number of students explored only one text. Students who used more than one source to illustrate</span><span style="COLOR: black"></span></p>
<p class="MsoNormal"><span style="COLOR: black; FONT-SIZE: 10pt">their ideas often produced pieces with a strong sense of unity and purpose. This cohesiveness was contrasted by pieces</span><span style="COLOR: black"></span></p>
<p class="MsoNormal"><span style="COLOR: black; FONT-SIZE: 10pt">where one idea followed the next as students went through their list of examples. The product was more a plan for an</span><span style="COLOR: black"></span></p>
<p class="MsoNormal"><span style="COLOR: black; FONT-SIZE: 10pt">essay than a thoughtful, finished piece.</span><span style="COLOR: black"></span></p>
<p class="MsoNormal"><span style="COLOR: black; FONT-SIZE: 10pt">The transference of ideas from the texts is critical. Students who understood and could convey sophisticated ideas from</span><span style="COLOR: black"></span></p>
<p><span style="COLOR: black; FONT-SIZE: 10pt">their texts were the most successful, regardless of the approach to writing selected.</span><span style="COLOR: black"></span></p>
<p><span style="COLOR: black"></span> </p>
<p><span style="COLOR: black; FONT-SIZE: 10pt"><a href="http://www.vcaa.vic.edu.au/vcaa/vce/studies/english/englishassess/2010/english_assessrep_10.pdf" target="_blank"><span style="COLOR: windowtext">http://www.vcaa.vic.edu.au/vcaa/vce/studies/english/englishassess/2010/english_assessrep_10.pdf</span></a></span><span style="COLOR: black"></span></p>
<p><span style="COLOR: black"></span> </p>
<p><span style="COLOR: black">Our focus has been much more on the concepts and ideas in the prompt and text than in writing to a specific formula. Our returning prescriptive teacher is more focussed on the required form and wanting rigorous specific supplementary
texts included in the study. I will refer her to this examiners report and others have provided her with documentation from inservices– but can anyone offer useful definitions of the ‘three explicit’ forms because I can’t. I prefer to paint the grey lines
and encourage students to create with the focus much more on the connection of the concepts and texts. In this instance the labelling of expository, persuasive or imaginative is squishing the potential to write from the heart and mind if it is done as this
teacher is suggesting. SO…..</span></p>
<p><span style="COLOR: black">What suggestions do you have about what I should say to her other than to send her on PD to meet the examiners –I have not yet marked this section so I am at a bit of a loss and relying very much on my experience teaching it, PD
and examiners reports. </span></p>
<p><span style="COLOR: black">Thanks</span></p>
<p><span style="COLOR: black">PS….to add to confusion some publications are now using the word exposition for persuasive writing – how do we deal with that?
</span></p>
<p class="MsoNormal"><span style="COLOR: black"></span> </p>
<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black; FONT-SIZE: 11pt">Jenny Gilbert</span><span style="COLOR: black"></span></p>
<p class="MsoNormal"><span style="COLOR: black"></span> </p>
<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black; FONT-SIZE: 11pt">English Coordinator, St Joseph's College Mildura</span><span style="COLOR: black"></span></p>
<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black; FONT-SIZE: 11pt">Linked IN</span><span style="COLOR: black"></span></p>
<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black; FONT-SIZE: 11pt"><a href="http://nenifoofer.edublogs.org/" target="_blank"><span style="COLOR: windowtext">Blog</span></a></span><span style="COLOR: black"></span></p>
<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black; FONT-SIZE: 11pt"><a href="http://msgsresources.wikispaces.com/" target="_blank"><span style="COLOR: windowtext">Wiki</span></a></span><span style="COLOR: black"></span></p>
<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black; FONT-SIZE: 11pt"><a href="http://www.diigo.com/user/nenifoofer" target="_blank"><span style="COLOR: windowtext">Diigo</span></a>
</span><span style="COLOR: black"></span></p>
<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black; FONT-SIZE: 11pt">Jens
<a href="http://livebinders.com/edit?id=6500" target="_blank"><span style="COLOR: windowtext">PLN at Live Binders</span></a></span><span style="COLOR: black"></span></p>
<p class="MsoNormal"><span style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black; FONT-SIZE: 11pt">Twitter - @nenifoofer</span><span style="COLOR: black"></span></p>
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