This is the second post in a short series for VCE English teachers preparing for the new VCE English and EAL Study Design. This post covers Unit 3 Creating Texts
Creating Texts is the biggest new addition to the VCE English and EAL Study Design, and possibly the one which has generated the most discussion in its Unit 1 equivalent, Crafting Texts. The new creative writing unit was introduced partly as a way to address the imbalance of writing types int he previous Study Design, which essentially had three analytical responses in the examination. It’s also there to give students the opportunity to experiment with a range of texts.
Like the previous post, I’ll be going through the Key Knowledge and identifying a few ways to assess this outcome, which requires two creative pieces and a reflection.
At the end of this post I’ve also got a favour to ask: I’m looking for some feedback on a new idea to help English teachers, and also as a way to declutter your inboxes if you’re getting too many emails from me about my other passion: Generative AI in education. Chances are if you’re reading this post I’ve already connected with you in some way either through VATE, professional learning, or my books. I always appreciate the direct feedback from English teachers.
Unit 3 Area of Study 2: Creating Texts
The most important factors in this Area of Study are the introduction of mentor texts and the Framework of Ideas. I’ve written about both aspects before with regards to the Unit 1/2 Study Design, so if you want to focus on those elements check out some of these posts:
- Crafting Texts: Using Mentor Texts
- Choosing Mentor Texts
- VCE English Crafting Texts Mentor Collection
- VCE English 2023: Mentor Texts and Ideas
- Crafting Texts: Ideas
The obvious difference is that the Framework of Ideas and mentor texts for Unit 3/4 must be selected from the VCAA Text List.
Creating Texts links directly to Section B of the new examination, though it’s important to note that we don’t know exactly what that looks like yet.
Mentor texts
Like the previous post, I’ll spend some time on the first Key Knowledge as it’s one of the most important aspects and different to any previous version of the study design.
the role of mentor texts as models of effective and cohesive writing
VCAA Study Design
The first of the Key Knowledge is centred on the mentor texts. Note that the VCAA doesn’t expect you to use the mentor texts to discuss the Framework of Ideas, but as models of quality writing. This is the biggest factor that differentiates this new Area of Study from the old Context topic, where students had to use a prompt to explore a text related to a specific idea.
In Creating Texts, the purpose of the mentor texts is to demonstrate aspects of language use, word choice, style, voice and so on. The Framework simply provides a boundary for selecting texts which are linked to help with both the text selection and the overall understanding.
In fact, what you’re looking for is made explicit in the second Key Knowledge: vocabulary, text structures and language features used in effective and cohesive writing. This is where I would target close reading activities, annotations, and group discussions of the mentor texts.
Purpose, audience, and ideas
Several of the Key Knowledge relate to purpose, audience, and ideas. These are focused on how the elements shape writing. For example, how is the writing in the mentor texts affected by the purpose, be it persuasive, imaginative, expository, or a hybrid? What is the impact of the context and mode. How is a blog post different in register and word choice to a piece of creative nonfiction in a newspaper? What kind of figurative language might an author select for a poem that would be out of place – or perhaps used to great effect – in a formal speech? Compare the audience, purpose, and context of various mentor texts and discuss the impact on the language.
Finally, bring in some discussion of the idea but don’t let it dominate. The authors’ interpretations of the idea is not the point here. It doesn’t really matter what Tim Winton makes of Play, but rather what the students can do with the Framework and the influence of Winton’s writing style.
Writing processes
Given we’ve written an entire book about the value of the writing process, it’s safe to say we’re on board with VCAA’s decision to include “writing processes including drafting, refining and considering feedback” as one of the Key Knowledge. It’s also a reflection of changes to the Study Design and the VCAA Administrative Handbook, both of which include more leeway for teachers to provide feedback on draft writing. In this Area of Study, you have to value the entire process from exploring the mentor texts, to developing ideas to write about, drafting, collaborating with peers, and editing.
Another of the Key Knowledge, “collaboration and discussion”, speaks to the importance of working together of any piece of writing. Most published texts go through some form of editorial process, and your students’ writing should be the same.
This blog post accompanies resources in the VCE Hub. If you’re already a member, new video content will be added soon that covers each Area of Study in detail. If you haven’t yet joined the VCE Hub, then you can check it out here.
Assessing Creating Texts
When it comes to assessing this Area of Study, there are a number of approaches you could take. The VCAA Advice for Teachers pages also offer stimulus materials as a way to anchor student writing for the SACs. The stimulus materials were a relatively late addition to the Advice, and don’t feature in the Study Design itself, so many teachers missed the update which came via the VCAA Bulletin. Make sure you go to the Advice for Teachers pages and read up on them.
According to the Advice pages, the stimulus materials can be seen or unseen prompts. In the Unit 1 pages, there is a visual stimulus (a photo). For Unit 3, there are passages of text of varying lengths, such as this example for the Framework Writing About Play:
Play is, by definition, a safety space. If a designer or artist can make safe spaces that allow the negotiation of real-world concepts, issues, and ideas, then a game can be successful in facilitating the exploration of innovative solutions for apparently intractable problems.
Mary Flanagan, Critical Play: Radical Game Design
The stimulus should be “explicitly incorporated” but not necessarily quoted verbatim. In my opinion, this is what will happen on the examination. I think that there will be a selection of stimuli – probably two – for each of the Frameworks, and the student must use their chosen stimulus in the writing. This will help mitigate the risk of students arriving with totally pre-prepared responses. Again, that’s only my opinion at this stage. We’ll see if I’m right after the VCE Examination and the release of the sample exam.
As for the assessment itself, there are a few options:
Example 1
Students maintain a writing journal for three or more mentor texts during the teaching and learning program for this outcome in which they develop their ideas, explore text structures, language features, vocabulary and conventions and draft their written texts.
Teacher provides a set of seen/unseen stimulus materials based on the idea selected from the Framework of Ideas. Students determine the context, the audience and the purpose of their written piece and construct it over two supervised lessons.
Example 2
Students maintain a writing journal for three or more mentor texts during the teaching and learning program for this outcome in which they develop their ideas, explore text structures, language features, vocabulary and conventions and draft their written texts.
Teacher provides a set of unseen stimulus materials based on the idea selected from the Framework of Ideas and determines the audience and context for which the written text is constructed. Students develop a written text within those parameters but determine their own purpose.
Example 3
Students maintain a writing journal for three or more mentor texts during the teaching and learning program for this outcome in which they develop their ideas, explore text structures, language features, vocabulary and conventions and draft their written texts.
As a class, students develop set of stimulus materials based on the idea selected from the Framework of Ideas. These stimulus materials are shared with all members of the class. Students select from the stimulus materials and produce a written text incorporating their chosen stimulus, in consideration of an audience, a context and a purpose. Teachers determine an appropriate process of authentication for the submitted text.
https://www.vcaa.vic.edu.au/curriculum/vce/vce-study-designs/english-and-eal/Pages/Assessment.aspx
Of those, number 3 is my preferred option. It provides a lot of student choice, and doesn’t need to be completed under examination conditions. It really values the whole process of writing.
In terms of timing, I’d suggest you run the first of the two creative responses mid-late term, provide feedback, and allow a week or two for the next piece. That way, students can reflect on your feedback between pieces and comment in their reflection on what they did to address the feedback. The reflection itself can be written about both texts, and should be a few hundred words focused on the student’s authorial choices.
The performance descriptors provided on the Advice for Teachers page provides criteria for both the creative outcomes and the reflection.
English Matters
I’ve been an English teacher for over 15 years. I’m out of the classroom now, but my PhD research is working with English teachers and digital texts, and I’ve recently rejoined the VATE council to continue supporting teachers across the state.
Some of my work with Generative AI, like my PhD, overlaps with writing. Some, like the broader ethical concerns of GAI and my work on school and organisational policy extends beyond English.
I also work with great English teachers, leaders, and consultants and want to extend that beyond my own blog. With all that in mind, I’d love quick some feedback on an idea I’ve been sitting on for a while to spin off my English work into its own separate venture. Before I go any further I’m getting as much feedback as possible from the English teachers I’ve worked with, particularly this year in my first year of business outside of the classroom.
If you’d like to get in touch about anything else, then let me know via the form below:
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