Content Teaching, learning and assessment Resources EA12-5 thinks imaginatively, creatively, interpretively, critically and discerningly to respond to, evaluate and compose texts that synthesise complex information, ideas and arguments analyse how text structures, language features and stylistic elements shape meaning and create particular effects and nuances, for example through allusions, paradoxes and ambiguities (ACELR005) Unpacking the module rubric Students read the rubric and underline important phrases. They draw a line beneath any words or sentences that are unclear and discuss terminology and meaning. Students identify the key words that capture the essence of what needs to be studied in the module, for example ‘how texts represent individual and collective experiences’. They should focus on the key concept of representation. Check the syllabus glossary and the reference to ‘’ in the English Textual Concepts website. Essentially representation involves two key questions: ‘what’ and ‘how’… What aspects of human experiences are represented in texts? How do texts represent these aspects of human experiences? Teachers discuss the following aspects of/and questions the rubric with students: The word ‘evaluate’ in the first paragraph can be clarified with another key question: ‘how well’… How well do texts represent aspects of human experiences? Aspects of human experiences that might be represented in texts? Words such as: ‘individual and collective human experiences’, ‘human qualities and emotions’, ‘human behaviour and motivations’. What other aspects of human experiences could texts represent? The use of the words ‘anomalies, paradoxes and inconsistencies’ in relation to human behaviour and motivations. The rubric is presenting a notion of human experiences that are complex, and possibly problematic. Why does the rubric invite us to delve into the messiness of human experiences? What aspects of texts might be utilised to represent human experiences in particular ways? Note terms such as: language forms, modes and media structure, stylistic and grammatical features storytelling (which brings to mind features such as narrative technique, point of view, allegory and characterisation, as well as a variety of forms) visual, verbal and/or digital language elements of different modes and media See description of representation as a key concept in subject English at the English Textual Concepts website:
evaluate the relationship between responder, composer, text and context EA12-4 strategically adapts and applies knowledge, skills and understanding of language concepts and literary devices in new and different contexts evaluate how changing context and values can influence how texts are composed and interpreted EA12-5 thinks imaginatively, creatively, interpretively, critically and discerningly to respond to, evaluate and compose texts that synthesise complex information, ideas and arguments analyse how different language forms, features and structures can be used to represent different perspectives critically evaluate own and others' arguments, justifications, evidence redemption is achieved. While the play has a Christian setting, it is important to note that Miller was an atheist with a Jewish background, so we should not think that the notions of transgression and redemption are meaningful only in the Christian context. Students undertake the following as a group activity: As a class students discuss which characters in The Crucible have committed transgressions? Keep in mind that the transgression may have been committed before the events of the play but still be pertinent to the action. Pinpoint the nature of the transgression and consider if it is a sin against God, humanity or a particular individual? Did the sin involve doing something or failing to do something? Each small group of students is allocated a character that has been identified in the above discussion. The group will trace the experience of the character using a table, providing textual reference, such as quotes, where appropriate: Students create a table using the following headings: Nature of transgression Impact of the transgression on others Impact of transgression on transgressor Evidence of repentance, forgiveness or reconciliation Evidence of redemption. Each group reports its findings to the class. Students add notes for other characters to complete the table. Students consider the following idea: All humans have a propensity to sin: ‘we are none of us perfect’. Most religious people and atheists will agree on that point. Sinning is part of the universal human experience. But whether we suffer, repent, find forgiveness or achieve reconciliation are all variables in the range of human experience. Students the table completed in the exercise above and try to explain why some characters in The Crucible experience suffering, repentance, forgiveness and reconciliation,