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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Unit 3 — Compare texts from similar or different genres and contexts (texts in contexts)
The comparative spine of Unit 3. You analyse the language, structural and stylistic choices of two or more texts, explain how each conforms to or challenges the conventions of its genre or mode, and analyse and evaluate how similar themes, issues, ideas and concepts are treated differently across them. The point is not that two texts share a theme but that they build it out of different materials — a memoir, a documentary and a feature article can all be about displacement and reach the reader by entirely different routes.
Unit 3 — Compare and contrast distinctive features of genres (language and textual analysis)
Genre studied as a working system rather than a label. You analyse the techniques and conventions used in different genres and modes, consider how those conventions can be manipulated — borrowed, inverted, hybridised, parodied — and examine how genres and their conventions have changed over time, so that what counted as a convention of the crime novel, the campaign advertisement or the nature documentary in one decade is a knowing reference in the next.
Unit 3 — Analyse and critically appraise how the conventions of texts influence responses (engaging and responding)
The reader-facing half of Unit 3. You study the ways language patterns create meaning — repetition, contrast, motif, register, syntactic patterning — how expectations of a genre have developed and what happens when those expectations are met or refused, and how responses to texts and genres change over time and in different cultural contexts, so that a text read as daring at publication can read as conventional now.
Unit 3 — Create a range of texts (creating texts)
The composing content for Unit 3: transforming and adapting texts for different purposes, contexts and audiences; making innovative and imaginative use of language features; experimenting with the text structures and language features of specific genres for particular effects; sustaining analysis and argument; using appropriate quotation and referencing protocols; and using strategies for planning, drafting, editing and proofreading with accurate spelling, punctuation, syntax and metalanguage.
Unit 3 — Reflect on their own and others' texts (reflecting)
Reflection as an analytical act: analysing and evaluating how different texts represent similar ideas in different ways, comparing and evaluating the impact of the language features used across a variety of texts and genres, and considering the role of the audience in making meaning — the recognition that a text does not deliver a meaning so much as make one available to a particular reader.
Unit 4 — Investigate and evaluate the relationships between texts and contexts (texts in contexts)
Unit 4 opens with close analysis of texts and the contexts around them: examining how each text relates to a particular context or contexts, and comparing the context in which a text was created with the context in which it is received. Context here is not a paragraph of biography before the analysis — it is the pressure that explains why this text says this, this way, at this moment.
Unit 4 — Evaluate different perspectives, attitudes and values represented in texts (language and textual analysis)
The heart of Unit 4. You analyse content, purpose and choice of language; analyse the use of voice and narrative point of view — first or third person, omniscient or restricted, reliable or unreliable; and explore other interpretations and aspects of context in order to develop a considered response of your own rather than a borrowed one.
Unit 4 — Evaluate how texts offer perspectives (engaging and responding)
How a perspective is delivered as well as held: the selection of mode, genre and type of text; the ways viewpoints and values are represented; and the selection of language features that generate empathy or controversy. The same argument put as a podcast, a poster and a parliamentary speech asks different things of its audience, and the choice of vehicle is itself a persuasive act.
Unit 4 — Create a range of texts (creating texts)
Composing at Unit 4 level: using appropriate language and stylistic features to sustain a personal voice and perspective, using nuanced language, synthesising ideas and opinions into complex argument, and substantiating and justifying your own responses with textual evidence — alongside the same protocols for quotation, referencing, planning, drafting, editing and proofreading, and accurate spelling, punctuation, syntax and metalanguage.
Unit 4 — Reflect on their own and others' texts (reflecting)
The most demanding content in the course: analysing and evaluating how different attitudes and perspectives underpin texts, questioning the assumptions and values a text takes for granted, identifying omissions, inclusions, emphases and marginalisations, and discussing and evaluating different interpretations of the same text.
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