HSC English Module C – The Craft of Writing (Part 2)

Understanding the Adv. Rubric

 Read, read, read. Read everything -- trash, classics, good and bad, and see how they do it.

Just like a carpenter who works as an apprentice and studies the master.

Read! You'll absorb it.

Then write.

William Faulkner

Module C has been a source of great anxiety for many students regardless of which English course they are in – a very understandable sentiment considering how new this module is! And oftentimes, teachers will begin a new module by looking at the rubric which, although necessary, may not be the most helpful.

 You may be asking yourselves:

 What do all these sentences mean?

 What do they actually want us to do?

 What is this module actually about?

Don’t worry or panic! This blog post helps breakdown the Module C rubric so that you can all begin your writing and reading journey and, more importantly, hopefully enjoy it as well.

 There will be two blogs about breaking down the Module C rubric:

1)    The Advanced English Rubric

2)    The Standard English Rubric

 This one is about the Advanced English rubric, so if you are in Standard English, head on over to the Standard English rubric for your specific breakdown!

Advanced English

To make this easier to understand, we will begin by breaking down each paragraph in the rubric and discussing what that paragraph means, what expectations the markers will have on you and, more importantly, what it is asking you to do in order to achieve these expectations.

 Paragraph One:

“In this module, students strengthen and extend their knowledge, skills and confidence as accomplished writers. Students write for a range of audiences and purposes using language to convey ideas and emotions with power and precision”

In the first paragraph, the overall goal of the module is stated: that is, to ensure that you gain and strengthen your skills to be an accomplished writer. But what is an accomplished writer? Well, we will go into this in greater detail as the rubric goes on, but one element that creates an accomplished writer is in the next sentence. So not only will you be writing in a variety of forms, but you must also make sure that you achieve the form’s purpose.

Now, what does this mean?

Think about it this way: why do we read fiction texts? For a variety of people this will vary greatly but, for the most part, usually it is to have an emotional reaction to the characters or the story. This purpose – to incite an emotional reaction within your reader – is what you are striving for as a writer, and being able to achieve this purpose is just one element that makes an accomplished writer. So, whether you have just begun the module or you are half-way through, think about your purpose. What do you want your audience to do or feel? Then make sure that your writing supports your goal; for example, if it is to make the readers feel pity for your character then you can use evocative description or a very pessimistic tone to shape your readers’ understanding of your text. Write to chase your purpose.

Another important element is to ensure that your writing and use of language conveys ideas and emotions to your reader. If you are creating an imaginative piece of fiction, think about this question: what do you want to say to your audience? In writing, regardless of the form, you must think about what ideas you want your audience to explore. For example, think about if you are writing about someone who struggles with making a connection with other people, what do you want your audience to take away from this experience? Is it that intense and meaningful relationships are difficult to find but are worth it in the end? Is it that having a strong sense of personal connection is actually more important? There are so many ways to explore one idea, think about the specific concept or idea that you want to convey and focus on being specific. Stay tuned for a future blog post on this topic later!

 Paragraph Two:

“Students appreciate, examine and analyse at least two short prescribed texts as well as texts from their own wide reading, as models and stimulus for the development of their own complex ideas and written expression. They evaluate how writers use language creatively and imaginatively for a range of purposes; to express insights, evoke emotion, describe the wonder of the natural world, shape a perspective or to share an aesthetic vision.”

In this next paragraph, it tells you how you should be engaging with your prescribed texts as well as what things to look out for as you are reading and analysing. Though this module has a focus on students creating their own work, the best way to ensure that students create work that is of a high quality is to look at how great writers do it. So yes, there will most likely be some analytical writing in class but your exams will be focussed on creating your own work. The reason that you will need to examine and analyse your set texts is so that you can look at how your texts are written; such as, examining tone, characterisation, voice, general usage of literary techniques etc.

 Why is this important?

Well, one of the best ways to become a great writer is, surprisingly, to mimic other great writers (No, not plagiarise! There is a difference!). So, prior to creating your own works, you will be deeply engaging with the specific elements that your prescribed texts use; for example, you could be looking at the overall nostalgic tone in your text that is achieved through a non-linear structure or you could be looking at how your text uses flowers as a motif for the past etc. These are the elements of writing that you need to look out for as you are reading and take note of how they are implemented as well as their impact on the reader (you!). These texts will become the models and stimulus materials for your own writing in more ways than just using similar techniques as these composers – you will also be using some of the ideas, themes and concepts that your texts explore. So pay close attention to your texts and try to be inspired by them!

 Paragraph Three:

“Through the study of enduring, quality texts of the past as well as recognised contemporary works, students appreciate, analyse and evaluate the versatility, power and aesthetics of language. Through considered appraisal and imaginative engagement with texts, students reflect on the complex and recursive processes of writing to further develop their self-expression and apply their knowledge of textual forms and features in their own sustained and cohesive compositions.”

In this paragraph, the rubric articulates your responsibility as a student. Yes, that’s right – responsibility! Often, I hear about students wanting a simpler and easier way to do Module C, whether it is through some magical formula or storyline that works for every question. Honestly, there are a few overarching concepts and ideas that have a tendency to work in most scenarios but, ultimately, this is the most unpredictable module because it relies heavily on you and what you personally see and feel as you write and read. So, as you are reading and writing in class, I have a personal challenge for you (especially, if you don’t like creative writing): be open and sensitive to the writing and its effects on you.

If you feel as if the writing is making you sad, consider how it is doing that.  

If you feel as if the writing is making you elated with joy, consider how it is doing that.

It is only through being open and sensitive to writing that you can begin to evaluate and account for how ideas, emotions and experiences are being conveyed in your texts. So, once you take this challenge, you can begin thinking about yourself and what you want to show others through your self-expression and writing choices. This complex process of reflection is what makes this module unique: it really is all about you and what you want to convey.

So take the challenge!

 Paragraph Four:

“During the pre-writing stage, students generate and explore various concepts through discussion and speculation. Throughout the stages of drafting and revising students experiment with various figurative, rhetorical and linguistic devices, for example allusion, imagery, narrative voice, characterisation, and tone. Students consider purpose, audience and context to deliberately shape meaning. During the editing stages students apply the conventions of syntax, spelling, punctuation and grammar appropriately and effectively for publication.”

In paragraph four, the rubric is asking you to be brave. I know it may not sound like that’s what it is asking, but let me explain! Some students may not know what to write when faced with a blank piece of paper in a classroom activity, and that is fine.

Writing in this module can be exploratory and experimentative. 

Writing in this module can be about discovering something you didn’t think you were capable of or something that you had never written about before.

So be brave when you are writing in class. Your teachers will be there to guide you and help to shape your personal vision and stories, but the initial spark needs to come from you. So think about different ways to use a metaphor or a motif. Think of different ways that you can use a non-linear structure. Your unique ‘touch’ of creativity will set you apart from the rest, trust me! So take this module as an opportunity and a challenge to be three things: open, sensitive and brave!

Paragraph Five:

“Students have opportunities to work independently and collaboratively to reflect, refine and strengthen their own skills in producing highly crafted imaginative, discursive, persuasive and informative texts.

Note: Students may revisit prescribed texts from other modules to enhance their experiences of quality writing.”

And lastly, this paragraph explains some potential class activities as well as articulates the forms of writing that you will explore in this module. So be prepared for some individual work as well as some group work, and use it as an opportunity to learn with and from others! Also, take note of the different forms of writing that you will begin doing for this course – it is important to consider what makes these forms different as well as what makes them similar (a blog post addressing this will be coming soon too!) so that your writing is direct and addresses the conventions of the form.

Regarding that little note at the bottom of the rubric, use your other texts as inspiration as well so that you can start to develop that openness and sensitivity to language throughout the year instead of waiting until it is time to start this module. It will help, trust me! Being a great writer comes with practice and time, so make use of the time that you have!

So, with all that rubric nonsense out of the way, stay open and sensitive to writing in all its forms but, just as importantly, be brave in what and how you choose to write. You might just begin to enjoy it!

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