These are ATARMAxxing’s course-guide summaries. Review all required areas, including school assessments, practical work, performances or folios where applicable. Follow your course’s option rules.
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Module 1 — Texts in Context: Poetry (Love and Loss)
Students study ONE of two prescribed sets of six poems unified by a theme — Love or Loss — drawn from different historical and cultural contexts, and examine how literature reflects cultural change, how interpretations shift over time, and how period conventions (iambic pentameter, sonnet, ode, dramatic monologue, free verse) shape meaning. The 2026 Love set is Shakespeare's 'Sonnet 147' (1609), Marvell's 'To His Coy Mistress' (1681), Byron's 'She Walks in Beauty' (1814), Barrett Browning's 'Sonnet 43: How Do I Love Thee?' (1850), Wright's 'Woman to Man' (1949) and Eckermann's 'Yankunytjatjara Love Poems' (2010). The 2026 Loss set is Donne's 'A Valediction: Forbidding Mourning' (1633), Keats's 'Ode to Autumn' (1820), Yeats's 'When You Are Old' (1893), Plath's 'Daddy' (1962), Harwood's 'Father and Child: Barn Owl' (1969) and Harkin's 'These Days I Think of Aunty Doreen' (2015). Module 1 is examined only in Section A.
Module 2 — Single Text Study
An in-depth study of ONE substantial pre-20th-century prescribed text, used in isolation from every other prescribed text. The 2026 list is Austen's Persuasion, Behn's The Rover, Brontë's Jane Eyre, Clarke's For the Term of His Natural Life, Euripides' The Trojan Women, Hardy's Far from the Madding Crowd, Ibsen's A Doll's House, Shakespeare's Othello, Stoker's Dracula and Wilde's The Picture of Dorian Gray. The module examines how cultural perceptions are challenged or supported, how critical interpretations vary, and how medium, form, language and convention (verse drama, chorus, narrative voice) construct meaning. It is examined in Section A Question 2 (context: Criteria 2 and 4) and Section B Questions 4–5 (ideas and critical interpretations: Criteria 1 and 4).
Module 3 — Comparative Text Study
A comparative study of TWO substantial texts (one prescribed pair; the course allows an optional third text) in different forms — novel, play or film — that cannot be used in isolation for a Single Text answer. The 2026 pairs are Hag-Seed / The Tempest, King Charles III / The King's Speech, A Month in the Country / The Dig, Boy Swallows Universe / Billy Elliot, James / Sweet Country, A Room with a View / The Piano, Billy Lynn's Long Halftime Walk / Gallipoli, The Lieutenant / Arrival, Pygmalion / Muriel's Wedding, and Brooklyn / My Brilliant Career. The module examines how similar ideas are developed across forms, how texts represent Australian culture, place and identity, and how interpretations vary over time. It is examined in Section A Question 3 (contexts of composition: Criteria 2 and 4) and Section B Questions 6–7 (ideas and critical interpretations: Criteria 1 and 4).
Module 4 — Independent Study (folio) — not part of the written exam
Module 4 is a folio on one text from the Module 4 list (or six poems by one listed poet) that was NOT taught in Modules 1–3: a reflective statement (450–600 words), a critical response (1,500–1,800 words) and an imaginative response (1,200–1,500 words, or 600–750 words of poetry), submitted electronically as a PDF and externally assessed against Criteria 5, 6 and 7.
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These links come from this subject’s existing official-paper archive. A listed year is the document’s year, not a claim that it matches the 2026 course. Written papers may cover only part of your assessment; use the official requirements for practical, performance and folio components.
English Literature ENL315114 Course Document (Version 5, current for 2026), read with the External Assessment Specifications and Independent Study Guidelines Version 4 (February 2025) and the Prescribed Text List from 2026 (Version 3, June 2026)
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Check current requirements and course options: https://www.tasc.tas.gov.au/students/courses/english/enl315114-9/