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Handbook for t and a students of English

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English Faculty


Handbook for T and A Students of English

Subject Rationale-English

The study of English is integral to successful social, economic and cultural participation in a complex and changing world. A person’s sense of identity, both individual and collective, is shaped and defined by this participation. The study of English empowers individuals to reflect on and respond critically and creatively to the world in which they live.
The focus of English in Years 11 and 12 is the interpretation and textual analysis of a diverse range of literary and non-literary texts and the way in which language works within them to create meaning. Meaning is constructed through the dynamic interplay between author, audience, context, values, attitudes, medium and language. The mastery of English requires students to identify and appreciate how meaning is shaped.
In reading, viewing, writing, listening and speaking, and the use of information and communication technologies, students establish a framework of understanding that links texts to contexts, helping them to consider the way language is used in many different social and cultural situations. Students have the opportunity to apply strategies for learning, and develop an appreciation of the diversity of linguistic forms, registers, and modes of discourse. Students become effective users of language in a range of contexts.
The study of English fosters independent thought, imagination and creativity. These strengths can then be enlisted to analyse problems, experiment with possible approaches and solutions, and synthesise findings to evaluate and make judgments. The richness of the human imagination empowers students to engage, empathise, reflect and speculate. Through engaging with texts constructed by themselves and others, students become critical thinkers who are informed and discerning members of communities. Critical thinkers appreciate the past and present, imagine and shape the future, and identify processes of social, cultural and political change.
The study of English develops an appreciation of the power and beauty of language highlighting its capacity to evoke ideas, images and emotions. It offers insights into human experience, identity and connectedness. It fosters enjoyment of reading and writing as intrinsically satisfying life long activities.


Staff 4


Body paragraphs 8

Checklist 10

Glossary of Literary Concepts in English 11








Criteria 21

Teachers of English T/A 2013
Executive Teacher

Anni Medway

Teaching Staff

Nathen Fair

Niki Fraser

Carol Green

Jane Hooper

Winifred Lamb

Catherine Phillipps

Glen Stretton

Jessica Thoms

Judy Walding

Dea Walker

Mary Woodhouse

Teacher Librarians

Christine Ward

Malcolm Baker

The following pages contain guidelines, helpful hints and criteria sheets used in T and A English Courses. While they cannot cover every aspect of your work, they are good initial references for all your assessment tasks. If you are at all unsure about any aspect of your work in this faculty, please speak to your teacher as soon as possible. We are willing to help you whenever we can - and remember that the sooner you tackle a problem, the less likely it is to become a major one.

College Policies

For specific details of College policies relating to completion of assessment, applications for extensions, attendance, late submission of work, academic breaches of discipline and appeals, see over.


1. Punctuality / Lateness to class

• Students are expected to be on time and to leave at the appropriate time as indicated by the teacher.

• Students who arrive late will be marked with a “P” = Partial Attendance and the time will be recorded in the teacher’s roll.

• Students are expected to arrive in class with the necessary work and equipment. Class time is valuable and therefore students who choose not to be prepared and those who choose not to concentrate on the set task will be asked to leave the classroom. This will be recorded as an unacceptable absence.

2. Teacher Absence

Students are not to leave the class room if a teacher does not arrive. They are to wait 10 minutes, then if a teacher has not arrived:

• a student should go to the English/History staffroom( Both located in B Block) or to the nearest classroom with an English/History teacher to report the problem.

• depending on the response, the following may occur:

• a replacement teacher may take the class;

• a list of names may be taken or the roll marked;

3. Assessment

Assessment Criteria

Students will be assessed on the degree to which they demonstrate:

  • An ability to respond critically to texts and logically justify viewpoint

  • Effective and competent use of language for a range of purposes and audiences

  • Imagination and originality

  • Ability to locate, synthesise and reference material from various sources

  • Control of appropriate medium

In this course, two assessment tasks will be undertaken in a half semester unit and three assessment tasks across a full semester unit. A minimum of one item will be taken from each of the assessment task types.

Assessment criteria for the assessment items will be based on the Specific Unit Goals as listed in the unit outline. In each unit part of your assessment will depend on your performance against some key competencies. These are:

Planning and Organising

To achieve at the highest standard in this area you will have to demonstrate the ability to plan, organise and submit tasks within a specified time frame.

Communicating Ideas

To achieve at the highest standard in this area you will have to show that you can communicate in an effective, well-planned and well-presented manner.

4. Assessment Policies

Drafting of written work:

Evidence of work in progress must be seen in class and all written drafting should accompany all assignments. Sources must be acknowledged - plagiarism is unacceptable and has serious consequences. See BSSS policy.

Meeting Deadlines:

Assignments are to be submitted on time. Procedures regarding applications for extensions and penalties for late submissions are outlined in the College Handbook. In Class Responses (most usually essays written under test conditions) are taken very seriously and unexplained absence from these scheduled exams will result in forfeiture of marks. If illness or accident prevents attendance students are expected to phone the school and furnish medical certificates to avoid loss of marks.

Late Penalty Policy:

The English, History & Tok Faculty has a strict policy regarding the late submission of work. This policy is rigorously applied. Students who are unable to attend on the due date to present work, should arrange an alternative means of delivery(ie by email) so that it will arrive by 4:15pm on the due date, furnishing a hard copy as soon as they return.

If your work is one day late, you will lose 5% of the total mark.

If you hand in your work more than one day late, you will lose an additional 5% of the total mark (i.e., 5 marks out of 100) for every additional day that your work is late beyond the first day[NB: Friday to Monday amounts to two days=10%].If an item is more than 7 days late it receives the notional zero.

Exceeding Word limits:

All take home assignments need to comply with set word limits. Failure to do so will attract a penalty of 2% (2 marks of a possible 100) for every 100 words over the limit. Please ensure you display your word count on the front page of your submission.

Exam responses under 200 words will be regarded as non-serious attempt and may result in a V Grade.

Creative Response:

A rationale will be required. See section on creative response guidelines

Special Rules for Oral Presentations:
All notes must be presented by all students on the nominated due date of the presentation. If you do not present your oral on the due date (but present it at a later date), your mark for that presentation will be reduced by 5% of the possible mark on each occasion you are asked to present and do not comply unless you bring in a medical certificate to explain your absence on the scheduled date.

Assignment Rubrics

All assignments must be handed in with a rubric correctly filled in. You must sign the declaration that your work is original.

V Grades/Non-Assessment in a unit

Unsatisfactory attendance (less than 90% as per the college policy) or unsatisfactory submission of work (less than 70%) will lead to a student being deemed unassessable.

5. Return of Texts

English texts are often required by more than one class in any particular session and students must therefore return texts punctually. When you have an overdue text, you will not be issued with any more until this is returned



  1. Reading the text carefully. (Keeping notes of your ideas and class discussion).

  2. Analysing the question. Underlining important words and making sure you understand all aspects of the question.

For example: Star Wars is just a simple cowboy film where good triumphs over evil and the world is made a better place. Discuss.

  •         it is simple

  •         it is a cowboy film. (You need to define this.)

  •         good triumphs in the end.

  • there is evil and it is defeated

  •        the world is a better place because of what happens in the film.

3. Decide your position on the question. Do you agree/disagree? You may agree with part of the question and disagree with the remainder. For example, you could argue that Star Wars is basically a cowboy film but that it is complex, that evil is not entirely defeated but that in the story the good are rewarded, and that there is a promise of a better future. This is your thesis statement. This is the key to a good essay. You need to have a clear argument which is directly relevant to the question and based in the text.

4. Think- jot down ideas (Formulate main points).

5. Collect information from the text – quotations and references.

6. Discuss, think about and re-read the text.

7. You are now ready to write a detailed essay plan (see page for Essay structure)

  •      do this in point form

  •      use points in exact order that you will use them in your essay

  •      spend time making sure you are answering the question asked.

8. Begin to write a draft. Structure it as per your plan.

9. Read your draft over carefully and make changes in structure and content.

  • make sure you are answering the question and expanding the main ideas

  • make sure you have quotations to back up your ideas. (You should have a reasonable draft at least one week ahead of the due date if it is a take-home task and then you should show this to the teacher.)

10. Re-draft as required. Check length. Make sure you have explained all of your ideas fully.

11. Edit by checking for errors in spelling, grammar and style. Then have someone read it aloud to you.
12. Final copy. Is it legible and presentable?
13. Sign your rubric and hand in your essay.

All notes, jottings, rough drafts etc should be submitted with every assignment. It is crucial to submit a draft prior to the due date because this is where individual difficulties can be addressed and where there will be an opportunity to seek advice. Drafting provides a means of clarifying ideas and organising work so that the best possible assessable item is presented. All sources used must be acknowledged.

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