Advanced Module C: The Craft of Writing

Advanced Module C: The Craft of Writing

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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.

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.

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.

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.

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 (NESA 2019).

What is the purpose of Module C: The Craft of Writing?
The module encourages students to engage in varied writing experiences for a range of audiences and purposes. Through engagement with the module students will be provided with opportunities to strengthen and extend their knowledge, skills and confidence in writing. The module also reinforces the important connection between reading and writing.

Prescribed Texts
Students read at least two short texts from the Module C prescribed lists as well as texts from their own wide reading; they use these as models and stimulus for the development of their own writing style. Students may revisit texts studied in other modules to enhance their experiences of quality writing.

Selected texts should include texts that exemplify writing styles as well as those that comment on writing so that students have opportunities to:

imitate specific aspects of writing – narrative, character, point of view, argument, figurative language, genre, perspective and style
write in a range of forms and for different contexts
explain the effects of their writing choices for audiences and purposes
reflect on their own writing as required by the module

The module provides students with the opportunity to engage in a wide range of textual experiences, including imaginative recreation and reflection.

What is a reflective text?
Reflective texts allow students develop an understanding and appreciation of their own learning. This process draws on both cognitive and affective experience.
What are some typical features of reflective writing?
Reflective writing may include some of the following features:
- Use of first person to express self-assessment
- Use of evaluative language
- Considered use of examples
- Use of anecdotal references, imagery or metaphor
- Explanation, description or justification of the use of specific language or stylistic devices
- Connections between what students learn about writing and the writing that they craft
- Self-awareness of the learning process
- May be objective and/or subjective (Module C FAQs NESA 2019)

See also
Western Sydney University - Structure of reflective writing
University of New South Wales - Examples of reflective writing

Imaginative, Discursive, Persuasive and Informative Text Types

Imaginative texts represent ideas, feelings and mental images in words or visual images. An imaginative text might use metaphor to translate ideas and feelings into a form that can be communicated effectively to an audience. Imaginative texts also make new connections between established ideas or widely recognised experiences in order to create new ideas and images. Imaginative texts are characterised by originality, freshness and insight. These texts include novels, traditional tales, poetry, stories, plays, fiction for young adults and children, including picture books and multimodal texts for example film.

Discursive texts are those whose primary focus is to explore an idea or variety of topics. These texts involve the discussion of an idea(s) or opinion(s) without the direct intention of persuading the reader, listener or viewer to adopt any single point of view. Discursive texts can be humorous or serious in tone and can have a formal or informal register. They include texts such as feature articles, creative nonfiction, blogs, personal essays, documentaries and speeches.

Discursive writing may include some of the following features:

Explores an issue or an idea and may suggest a position or point of view
Approaches a topic from different angles and explores themes and issues in a style that balances personal observations with different perspectives
Uses personal anecdotes and may have a conversational tone
Primarily uses first person although third person can also be used
Uses figurative language or may be more factual
Draws upon real life experiences and/or draws from wide reading
Uses engaging imagery and language features
Begins with an event, an anecdote or relevant quote that is then used to explore an idea
Resolution may be reflective or open-ended

Examples of discursive prescribed texts include: Zadie Smith’s ‘That Crafty Feeling’, Helen Garner’s ‘Dear Mrs Dunkley’, Geraldine Brooks’ ‘A Home in Fiction’, Noel Pearson’s ‘Eulogy for Gough Whitlam, Siri Hustvedt’s ‘Eight Days in a Corset’, Sylvia Plath’s ‘A Comparison’.

Persuasive texts are those whose primary purpose is to put forward a point of view and persuade a reader, viewer or listener. They form a significant part of modern communication in both print and digital environments. Persuasive texts seek to convince the responder of the strength of an argument or point of view through information, judicious use of evidence, construction of argument, critical analysis and the use of rhetorical, figurative and emotive language. They include student essays, debates, arguments, discussions, polemics, advertising, propaganda, influential essays and articles. Persuasive texts may be written, spoken, visual or multimodal.

Informative texts are those whose primary purpose is to provide information through explanation, description, argument, analysis, ordering and presentation of evidence and procedures. These texts include reports, explanations and descriptions of natural phenomena, recounts of events, instructions and directions, rules and laws, news bulletins and articles, websites and text analyses. They include texts which are valued for their informative content, as a store of knowledge and for their value as part of everyday life (NSW K–12 English Glossary NESA 2019 & Module C FAQs NESA).

Sample HSC Paper 2

Politics and The English Language - George Orwell

Grade Saver - Summary and analysis
New York State Library - Writers on Orwell’s “Politics and the English Language”