Writing in Response to the Literary Homelands Prescribed Texts

One of the challenges of the HSC Extension English syllabus is the idea that students need to analyse a broad selection of texts as part of their elective. The mandated amount of texts for study are as follows:

• Three of the Prescribed Texts (two of which must be 'extended print' texts - this means two drawn from the available novel, non-fiction text, drama, and short story suite options).
• Two related texts.
  

This means that, in response to the question given in the HSC Exam for the Elective, students will need to be able to ostensibly call upon detailed knowledge of up to five texts (though in reality, it's most likely to be two prescribed texts and one related). Putting aside any concerns we might have about the level of depth that this allows for in a single one-hour exam, students are required to have a holistic enough understanding of the studied texts to be able to achieve a synthesis of understanding in response to the Elective descriptor. 

So how do we teach this?

There are many roads to Rome, so to speak, but having just finished teaching the new syllabus for the second time I feel more ready now to share a particular approach after fine-tuning the way it works in action. 

This hinges on the use of a schema - download here.

1. Start with your normal way of approaching each text. Students should read, and re-read, and discuss, and analyse, and write about the texts in a variety of ways.
   
2. There then needs to be common identifiable threads that can be applied to all of the texts. This requires legwork from the teacher because students will not have read all of the texts until the end of the course. Part of this legwork has been done already in the Elective descriptor, and this is reflected in the schema. There is room on the schema for additional concepts to be drawn out from all of the combined texts that have been chosen for the students. As far as the Literary Homelands Elective goes, I've indicated a range of common concepts in the schema and left space for the class to come up with further ones throughout the duration of the course.
   
3. After each text has been studied, students look at the schema and connect their analysis to each concept (or half of the concepts - your mileage may vary). 
4. As you move through the course, students come back to this schema over and over again, using the concepts to discuss commonalities and differences, building up their meta-analysis of  Literary Homelands.

Eventually students internalise many of the concepts. They pick out their favourites and they start connecting quotes to a thesis they develop in response to each concept. They write paragraphs exploring their meta-analysis of each concept. 

And then you chuck some HSC-style questions at them and they practise rearranging their meta-analysis accordingly.

This schema approach could be easily adapted to each of the electives. You'll just need to examine the the Elective descriptor for your chosen Elective and use the indicated key concepts to fill in the schema accordingly. Once you've read the Prescribed Texts as the teacher, undertaken some professional learning, or read associated academic texts, you can then populate the schema further to suit the needs of the Elective.