Glossary

 toc The following definitions are to be used in interpreting the English course document and is sourced from the English Syllabus. Text type categories are used for convenience only. Many texts fall into more than one category. Students learn that the boundaries between text categories are blurred and subject to debate.

=A complex text= Texts that typically are produced for adult audiences as distinct from texts written for adolescent audiences. These texts may have complex structures or deal with complex information that a typical fifteen year old student would not normally be expected to understand easily.

=An extensive range of texts= At least four texts.

=A range of texts= At least three texts.

=A small range of texts= At least two texts.

=Assumptions= Understandings or ways of seeing the world that are taken for granted by particular individuals or social groups.

=Attitudes= An outlook or a specific feeling about something. Our values underlie our attitudes. Attitudes can be expressed by what we say, do and wear.

=Audience= One or more person(s) listening to, reading or viewing a text. The implied audience is the audience a writer or producer had in mind when the text was produced. Back to the top =Auditory codes= In this course, the term is used specifically to categorise elements such as music, sound effects and silence in films or dramatic performances.

=Australian texts= In this course, the term refers to a written text written by an Australian. Viewing texts produced by a crew which is principally Australian or viewing texts dealing with Australian issues can be defined as Australian.

=Beliefs= Something held to be a truth without the support of evidence that allows positive knowledge. Although this word is often used in tandem with ‘values’, beliefs are not the same as values. Our values underlie our beliefs. We sometimes use symbols to openly demonstrate our beliefs.

=Class= In this course, the term is interpreted to refer to the social status of a person or group of people in society. Social status may be decided by a combination of factors such as occupation, wealth, parenthood.

=Codes= In this course, the word is to be interpreted as a system of rules established within a text used to position the audience/reader to accept a particular meaning. When understandings of the use of a code become widespread, it becomes a convention. The word ‘codes’ is at the centre of discussion about how readers read. Do readers decode a sign to find a message, or do readers engage in interpretation to generate a new meaning? The course allows for both approaches.

=COMPIC= A library of clear and easily understood drawings, called pictographs, which convey information. Back to the top =Context= Context may refer to the environment in which the text was produced, the environment in which the text is set or the environment in which the text is read. The environment may be social, political, historical, philosophical, or physical or a combination of these.

=Conventions= Generally accepted rules, usage or standard formats employed in structuring texts, which are evident in a number of different texts. Conventions allow readers/viewers to make meaning of texts more readily if they have a knowledge of the conventions used in the text. Conventions can be seen as codes that have become widely acknowledged.

=Critical awareness= The ability to make thoughtful and skillful judgements, which are distanced from the reader’s own prejudices, about a text.

=Cultural context= The shared and competing, beliefs, values, attitudes, knowledge and practices which operate in a particlar time and place.

=Demanding texts= Texts that we would expect an average 15 year old student would find very difficult to understand. The difficulty could arise from the vocabulary used, the structure or the content. Discourse: in this course the word is interpreted to focus on a set of assumptions that govern how we communicate our beliefs and values to others about specific topics. Back to the top =Discursive text= In this course, the term refers to a text that employs a reasoned argument to present ideas on a topic but where the writing may cover a range of ideas and be more digressive.

=Dominant discourse= The set of assumptions that the powerful in society hold. This discourse is usually accepted by the majority of society as they see it in their best interests to support that particular discourse.

=Essay= A form of writing that presents knowledge centred on a single hypothesis. The essay can be divided into two major forms, the didactic essay and the discursive essay. It’s possible for an essay to demonstrate the characteristics of a number of different forms.

> ==Didactic essay== > In this course the word refers to a broad form of the essay that has an educative or academic focus. Within this broad form are discussion essays, analytical essays, comparative essays and argumentative essays. Didactic essays are sometimes called formal essays. >> ===Analytical essay=== >> A type of essay that fits under the broad category of the didactic essay, which presents in-depth analysis of a particular text or idea. This form of essay is sometimes called a discussion essay. >> ===Argumentative essay=== >> A form of the broad category of the didactic essay, which puts forward points for or against a topic. The focus is on logic and reason where opposing points of view are presented. The essay should reach a reasoned conclusion that takes a particular view of the topic. This form of essay is sometimes called a discussion essay. >> ===Comparative essay=== >> A type of essay that fits under the broad category of the didactic essay, which basically compares one text or idea with another. This form of essay may be called a discussion or argumentative essay. >> ===Discussion essay=== >> A form of the broad category of the didactic essay that explores a particular topic and reaches a reasoned conclusion on that topic. This form of essay is sometimes called an argumentative essay. >> ===Formal essay=== >> This term usually refers to an essay that falls into the broad category of the didactic essay that is used for academic purposes. Discussion, analytical, comparative, and argumentative essays are usually regarded as formal essays. Back to the top > ==Discursive essay== > A broad form of essay where the writing is more digressive than in a tightly structured analytical essay. Expository essays, opinionative essays and narrative essays fall under the broad heading of discursive essay. This form of essay may appear in newspapers or magazines as a feature article. Discursive essays are sometimes called informal essays. >> ===Expository essay=== >> A form of the broad category of the discursive essay, which exposes an idea or topic to the reader. The essay structure is not as tightly controlled as in a didactic essay and may be strongly stamped with the writer’s personal views. >> ===Informal essay=== >> This term usually refers to an essay that falls into the broad category of the discursive essay that is used for writing about topics of general interest. Expository, opinionative and narrative essays are usually regarded as informal essays. This form of essay may appear in newspapers or magazines as feature articles. >> ===Narrative essay=== >> A form of the broad category of the discursive essay that relates a particular occurrence in the writer’s life. The essay may conclude with an opinion about the events described. >> ===Opinionative essay=== >> A form of the broad category of the discursive essay, that presents the writer’s personal opinions or judgements on a particular topic. The distinction between this form of essay and the expository essay is quite subtle.

=Everyday texts= Are those that form part of people’s daily social and working lives.

=Expository written text= A form of text that is used to convey information. This category can include but is not limited to, feature articles, discussion essays, academic essays, newspaper articles, websites, blogs, reports, which are shaped to position their reader. Expository texts can be extended book length texts.

=Expository writing= A form of writing which conveys primarily information.

=Fields= This word is used in Unit 3B in relation to ‘fields of study’ or ‘fields of knowledge’. Field in this sense corresponds with ‘areas’ or ‘disciplines’. Back to the top =Film= This can include, but is not limited to, feature films, documentary films, art house films, short films, YouTube films, workplace training films.

=Film codes= In this course, the term is used restrictively to refer to elements such as visual language and aspects such as framing, camera movement, editing, sound and costuming (also called film language).

=Gaps= Refer to parts of the text that are silent on particular issues or minority groups. For example, a text might be silent on the role of women in society. Readers might use their past experience or understanding of society to ‘fill in’ the gaps.

=Gender= In this course, the term refers to the characteristics ascribed to the masculine and feminine by society.

=Generic features= The characteristics that are typical for a particular text type.

=Genre= Derived from the French word meaning ‘type’. Genres can be broad categories such as novels, drama or poetry or they can be quite specific types such as ‘the detective novel’. The categories of genres are fluid and change depending on who is using them and the context in which they are being used.

=Graphical representations= Where a teacher or student uses mind map strategies such as diagrams, flow charts, wagon wheels and explosion charts to present ideas about a text.

=Graphophonic= The patterns of relationships between letters and sound. Back to the top =Group discussion= Where a number of students interract verbally and non-verbally with each other to explore particular issues or topics. The size of the group may vary from two or three students to a whole class. Teacher-led discussions are group discussions, but group discussions may also occur without the teacher’s active participation.

=Hegemony= A social structure where the dominant group remains in its position of power with the acquiescence of less powerful groups below.

=Highly complex conventions= Conventions used in a text such as the use of polyphonic voices, complex symbolism, or conventions and structures from one genre that are adapted for another genre. Typically, the use of highly complex conventions may make a text inaccessible to an average fifteen year old reader.

=Hypertext= The use of of linked verbal and non-verbal information on an electronic page.

=Ideas= In this course the word has an open meaning and can be interpreted as understandings, thoughts, notions, opinions, views or beliefs.

=Ideology= In this course, the word is understood as a collectively held system of ideas that allows us to look at and interpret the world as ‘normal’. Ideology is usually demonstrated by stated beliefs and practices. Ideology constructs a complex pattern or framework to unify a view of the world, but outsiders may see contradictions within this view. Discourse and mythology operate within an ideology. It should be noted that different theoretical positions will attach quite different meanings to this word. Back to the top **Ideological framework** A framework that promotes an ideology (see Ideology).

=Imaginative writing= Fictional writing, usually in a short story or novel, but may also be used periodically in texts such as feature articles or essays. This type of writing is sometimes called ‘creative writing’ by teachers. The term ‘creative writing’ is not used in this course as it has connotations that a student’s ‘creativity’ can be assessed. Imaginative writing tasks may be set by teachers to assess a student’s control and knowledge of language and generic conventions. In such tasks, teachers should not attempt to assess the ‘quality’ of a student’s imagination or creativity.

=Informational texts= A broad category of texts used in Stage 1. Informational texts are those produced to impart information, or viewed or read to gain information. Texts such as, but not limited to, job guides, textbooks, feature articles, grammar books and instructional films.

=Literary texts= Includes a wide variety of creative and imaginative writing that contributes to an appreciation of students’ own cultural heritages and those of other cultures. The definition of what is literary is subject to debate and is dependent on the values held by the person making the decision.

=Literary theories= This course recognises that there are different ways to read texts and make meaning or interpret them. The major literary theories are systems of thought that adopt readings based on marxist, feminist, postcolonial, psychoanalytical, new criticism or generic approaches. Typically students will use one or a combination of approaches in reading or viewing texts.

=Mass media texts= Are those produced and disseminated by the mass media such as newspapers, magazines and television programs.

=Multimedia texts= Are texts such as websites that feature both printed and filmed material.

=Metacognitive= The process of thinking about how we think and make meaning.

=Mode= A language mode may be written, spoken, visual, non-verbal or auditory (such as movie sound effects). Back to the top =Momentum= A word used to describe whether the writing of a text, or the filming of a film, maintains its impetus and is characterised by a uniform quality.

=Multimodal texts= Multimodal texts use more than one language mode. Websites, for example, may use a combination of written, auditory and visual modes.

=Mythology= Stories, images or beliefs that explain and define a society’s constructed view of itself.

=Naturalisation= The process where values, attitudes and beliefs presented in a text become so familiar that their cultural and historical specificity is obscured and they appear ‘normal’ or ‘natural’. The possibility of challenging or questioning these values, beliefs and attitudes then becomes less likely. For example, television programs in the 1950s often represented married women as housewives and men as ‘breadwinners’; in other words, the roles of women and men were naturalised. With the benefit of historical hindsight, we understand that these roles were cultural not natural.

=Non-verbal language= Includes facial expressions, gestures, body movement and proximity.

=Oral participation/production= One of the types of assessment listed in the course. Students completing a unit must be assessed on their participation in one or more oral interactions, or production of one or more oral texts demonstrating awareness of context, purpose and audience and application of appropriate conventions.

=Oral protocols= In this course the term refers to the accepted customs, regulations and/or etiquette concerning the way oral language is used to communicate effectively in particular contexts.

=Oral texts= These may include, but are not limited to, prepared speeches, impromptu speeches, talks, debates, group discussions, recorded dialogue, panel discussions, tutorials, class discussions, role plays, interviews, questioning and responding.

=Panel discussion= A group of participants who hold a discussion amongst themselves which can be listened to by an audience. Back to the top =Personal recounts= Sometimes called personal accounts or anecdotes, which are written or visual representations or speaking which describe events, ideas or people from a personal perspective.

=Popular culture= Refers to the culture which is enjoyed by large numbers of people within a society but which may not be the preferred culture of all groups within that society. Hollywood films, television shows and pulp fiction are generally described as examples of popular culture texts.

=Primary reference= This term is used in the context of the examination details. A primary reference is the text most referred to by a candidate when writing an examination answer, where the reference to the text forms a significant part of the answer.

=Production task= One of the types of assessment listed in the course. Students completing a unit must be assessed on their production of one or more written and/or visual texts demonstrating understanding of writing and/or viewing concepts and processes.

=Reading= The process of making meaning of text. This process draws on a repertoire of social, cultural and cognitive resources. Reading occurs in different ways, for different purposes, in a variety of public and domestic settings. Reading is therefore a cultural, economic, ideological, political and psychological act. The term applies to the act of reading print texts or the act of viewing a film or static image.

=Readings= Particular interpretations of a text. > ==Alternative readings== > Readings that focus on the gaps and silences in texts to create meanings that vary from those meanings that seem to be foregrounded by the text. Resistant readings are alternative readings. The classification of readings into alternative, resistant or dominant is quite arbitrary, depending on the ideology held by the reader. > ==Dominant reading== > the reading that seems to be, for the majority of people in society, the natural or normal way to interpret a text. In a society where there are strongly competing discourses (i.e. most societies), the definition of what is a dominant reading depends on the ideology of the person making the decision. The classification of readings into dominant, alternative, or resistant is quite arbitrary, depending on the ideology held by the reader. > ==Resistant reading== > A way of reading or making meaning from a text which challenges or questions the assumptions underlying the text. Resistant readings employ a discourse different from the discourse that produces the dominant reading. The classification of readings into alternative, resistant or dominant is quite arbitrary, depending on the ideology held by the reader. Back to the top =Reading context= The ideologies of a particular cultural group that operate at the time a text is being read.

=Reading practice= The process we use to make meaning of a text, whether it is a written or visual text. This process is sometimes called a reading strategy. The particular values, assumptions and beliefs a reader or viewer holds will determine the particular meaning the reader or viewer makes from a text. Readers or viewers may consciously choose to use a reading practice by reading or viewing a text from a particular ideological perspective. When this is done it is possible to construct a reading that creates a different meaning of the text to that created by another reading practice.

=Reception= In this course, the term refers to a process where the reader actively makes meaning when reading or viewing a text using the reader’s or viewer’s knowledge of the genre and history of the text. This meaning may be constructed by the reader or viewer using personal experiences as a reference point but these meanings generally remain within certain limits set by the text.

=Repertoire= A range of skills or reading practices that a student is able to use.

=Representation= Refers to the way people, events, issues or subjects are presented in a text. The term implies that texts are not mirrors of the real world; they are constructions of ‘reality’. These constructions are partially shaped through the writer’s use of conventions and techniques.

=Response/Investigation task= One of the types of assessment listed in the course. This response may include an investigation of the use of language in particular texts or contexts.

=Semiotics= A way of reading a text where the focus is on culturally understood and shared signs that a text uses to make meaning.

=Silences= Gaps in a text where the reader is not invited to consider or question certain social values or attitudes.

=Social context= Refers to the ideologies, class structures and modes of production including the values, attitudes and beliefs that exist in a society. Back to the top =Social conventions= The modes of behaviour that are deemed to be acceptable in society.

=Sophisticated syntactical structures= The use of complex and compound sentences incorporating quotations and references to other sources.

=Speeches= In the context of Stage 3 of this course, a speech is where a speaker delivers information verbally, using the conventions of spoken language, including persuasive language. The speech may be in transcript form thus becoming an example of a written text. A student delivering a speech in this stage should not deliver a speech by reading it. Transcripts from speeches may be used in the examination to test students’ understandings of the conventions of spoken language.

=Spoken language= Includes stress, pitch, sound patterns and pronunciation. Auslan and other signing conventions can be classified as spoken language in this course.

=Stereotypes= Preconceived, standardised and oversimplified impression of characteristics deemed to be typical of a particular group. Stereotypes usually disempower certain groups and empower others.

=Static or still images= May include but are not limited to photographs, posters, advertisements, film stills, book or magazine covers or drawings.

=Subvert= In this course, the term is used to describe the process where the reader challenges and questions the assumptions that appear to be implicit in a text, or the ways of receiving/understanding a text which are in popular circulation.

=Text= In this course the word is used broadly to cover literary or other structured works, which include non-linguistic and non-verbal or visual works. For example, a novel, a poem, a book of poems, a film, a photograph or a speech can be described as a text. Different theoretical perspectives may see a text as unified and unchanging, or as something which is created in the act of reading or viewing.

=Text types= These are categories used for convenience in this course. Many texts fall into more than one category. Students learn that the boundaries between text categories are blurred and subject to debate. Back to the top =Theoretical framework= Where the creation or meaning of a text is dependent upon an understanding of a particular theory (see Literary theories).

=Tutorial= A structured discussion facilitated by a student which involves oral contributions from other students. Students may run a tutorial for a small group of selected students or for a whole class.

=Television programs= Programs that are viewed on television such as but not limited to, news, current affairs, game shows, drama, lifestyle shows and comedy shows.

=Values= Notions that a person and/or social group hold to be correct or of some worth, such as family, freedom, and community responsibility. Although this word is often used in tandem with ‘beliefs’, values are not the same as beliefs. Values underlie our attitudes and beliefs. Values may be personal and/or cultural.

=Visual language= Includes graphic representation, still images and moving images.

=Visual texts= This term is used instead of ‘non-print’. In this course visual texts are texts that are viewed, such as, but not limited to, film, website images, posters, book and magazine covers, newspaper cartoons and photographs. Visual text types for each stage are listed on page 6 of the syllabus.

=Workplace texts= Texts that are typically used in the work place for communication. These may include phone calls, informal and formal meetings, discusssions, interviews, SMS, emails, memos, faxes, letters, pamphlets, diagrams, brochures, agendas, meeting minutes, instruction sheets, instructional videos, instructional presentations, circulars, advertising materials, instruction manuals, short reports, long reports, workplace contracts, workplace agreements, industrial agreements, industrial awards, industrial legislation, legal advice documents.

=Writing context= The ideologies, structures and/or events that occurred at the time a text was produced.

=Written texts= This term is used instead of ‘print’. In this course written texts are defined as texts that consist totally of, or mostly of, the written or printed word e.g. a feature article with graphics. Written text types for each stage are listed on page 6 of the syllabus. Drama scripts and transcripts of oral texts are written texts. Back to the top