Reading to Write.

Reading to Write develops writing skills by guiding the reading of a variety of different texts. Here you study several different texts, from different text types. This exposure to different forms and genres will help you develop an understanding of how writers try and convey meaning.

It teaches the skills to understand and analyse how texts from a variety of media convey information to audiences.  It develops students’ skills for tackling HSC English. Importantly, there is a strong focus on student literacy. This makes students get writing and thinking about writing in terms of your voice and purpose.
In this module, students undertake the intensive and close reading of quality texts from a variety of modes and media. In doing so, they further develop the skills and knowledge necessary to appreciate, understand, analyse and evaluate how and why texts convey complex ideas, relationships, endeavours and scenarios.

This developing a learning capacity to respond perceptively to texts through considered and thoughtful writing and deep reflection of skills and knowledge as writers.
Texts are read that are engaging thematically, aesthetically, stylistically and/or conceptually to inspire or provoke writers to critique skilfully, or to respond imaginatively. Through the study of texts, students develop insights into the world around them, deepen their understanding of themselves and the lives of others, and enhance their enjoyment of reading.

Texts are drawn from a wide variety of media including – poetry, novels, articles, and drama and you engage with complex texts and demonstrate understanding of how texts shape meaning.
An important aspect of the study of English is being able to understand and explain how mode, medium, and form contribute to meaning and shape audience reception. Different text types have different conventions.

These represent different kinds of meaning. a novel dealing with one person's formative years. For example, a novel – such as the Harry Potter Series – will show a character’s development over a period of time, while a sonnet – such as one of Elizabeth Barrett Browning’s Sonnets From the Portuguese – is traditionally a love poem. One’s knowledge of these conventions informs our understanding of the texts that use them.

A Student’s Voice

A student’s voice is the tone and personality that is conveyed through written expression. You are a distinct person, different to your peers. It’s possible for your written expression – both creative and critical -to reflect this. Developing your voice means that elements of your personality are demonstrated in your writing, when it is appropriate.
What does this mean? This doesn’t mean that you should adopt colloquial* language and “street talk” into your essays. It means developing your own style of writing.

(*Colloquialism or colloquial language is the linguistic style used for casual (informal) communication. It is the most common functional style of speech, the idiom normally employed in conversation and other informal contexts).

The careful selection of critical and creative texts that address the needs and interests of students provides opportunities for them to increase the command of their own written expression, and empower them with the confidence, skills and agility to employ language precisely, appropriately and creatively for a variety of purposes.
Wide reading and reflection provides students with the opportunity to make deeper connections and identify distinctions between texts to enhance their understanding of how knowledge of language patterns, structures and features can be applied to unfamiliar texts.

Through imaginative re-creation students deepen their engagement with texts and investigate the role of written language in different modes, and how elements, for example tone, voice and image, contribute to the way that meaning is made. By exploring texts that are connected by form, point of view, genre or theme, students examine how purpose, audience and context shape meaning and influence responses.
Through responding and composing for a range of purposes and audiences students further develop skills in comprehension, analysis, interpretation and evaluation. Students investigate how various language forms and features, for example structure, tone, imagery and syntax are used for particular effect.

Then they analyse and assess texts using appropriate terminology, register and modality. By reading and writing complex texts they broaden the repertoire of their vocabulary and extend control of spelling, punctuation and grammar to gain further understanding of how their own distinctive voice may be expressed for specific purposes.