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Year 11 Module A: Contemporary Possibilities

guide-english-standard-year-11-module-a-contemporary-possibilities-hero

Guide Chapters

  • 1. Common Module: Reading to Write
  • 2. Module A: Contemporary Possibilities
  • 3. Module B: Close Study of Literature

In this article, we will explain everything you need to know to ace Year 11 Module A: Contemporary Possibilities. We’ll guide you through the syllabus rubric and address the key statements that will help you achieve a Band 6.

Want to make analysing texts simple?

Tailor your analysis to the Module A rubric.

Contemporary Possibilities is the second Module of the Year 11 English Standard Course. The other modules that you will or may have come across in Year 11 English Standard are:

  • Common Module: Reading to Write ( You can read a detailed breakdown of the module here )
  • Module A: Narratives that Shape Our World
  • Module B: Close Study of Literature ( You can read a detailed breakdown of the module here )

If you want to take your English skills to the next level, take a read of our  Beginner’s Guide to Acing HSC English .

The NSW Education Standards Authority (NESA) has mandated that all schools study the same three Modules in Year 11. However, there are no prescribed texts, meaning that schools select their own texts for students to study.

In this Guide, we will discuss:

What is module a: contemporary possibilities.

  • What is the purpose of Mod A?
  • Mod A Rubric
  • Unpacking Mod A Rubric 

What exactly is context?

Year 11 Module A: Contemporary Possibilities is all about breaking down different digital text types that are used to communicate in today’s technological age… like film, television, online news, and social media.

We are in the age of experimentation, where our forms of communication are rapidly evolving and changing.

So, it’s important that you also explore the context of these texts, their place in the modern world and how they challenge traditional forms of literature.

Furthermore, you need to think about the moral and ethical issues that these contemporary digital texts introduce into our society. For example, privacy has thinned out over the years as content is now easily overshared and accessed by many people.

In summary, Module A requires you to ask yourself:

  • How has communication and representations of experiences changed in the modern age?
  • What are some new possibilities that digital texts offered for us?
  • What is the result of these digital texts? What is our digital footprint?
  • How is the modern world represented in texts?

Assessment form:

You can be assessed in different ways for Year 11 Module A: Contemporary Possibilities…

However, there is a high likelihood that you will be asked to create a multimodal presentation for your assessment task.

Multimodal presentations tests your understanding of digital texts and the way they function, as you are expected to imitate the way composers use different forms of media to convey meaning.

This means that you are not only examining and analysing different digital texts, but also putting that knowledge into practical use.

So, you will need to select the most appropriate forms of media for your purpose and audience.

If you want to learn more about How to Prepare a Multimodal Presentation , take a read of Part 10 of our Beginner’s Guide to Acing HSC English .

guide-english-standard-year-11-module-a-contemporary-possibilities-multimodal

What is the purpose of Year 11 Module A: Contemporary Possibilities?

Year 11 Module A: Contemporary Possibilities prepares you for Year 12 Module A: Language, Identity and Culture . In this Module, you will learn all the necessary skills and knowledge you need to carry on to Year 12.

Module A is concerned with how texts (especially digital texts) manipulate the form’s distinctive features to express and communicate one’s experiences and ideas.

As such, you will find that the Year 12 Module A course simply extends on the core ideas of Year 11 Module A

To ace Module A, you must first understand the Module A Rubric

Module a rubric from nesa.

To ace Module A, you must first understand what you need to achieve. This can be found in the rubric.

In this module, students extend their knowledge, understanding and appreciation of the ways that different communication technologies shape the ways that we read, navigate, understand and respond to digital, multimedia, multimodal and nonlinear texts. They develop understanding of the creative possibilities made available through these rapidly evolving technologies in the ways we communicate and represent ideas and experiences.

Students engage in a detailed study of one complex multimodal or digital text for example film, media or interactive narratives. To support their study, students also explore a range of texts that typically use contemporary technologies such as film, television, online news services and specific social media platforms. They apply their understanding of the nature, scope and ethical use of digital technology in their own responding and composing.

Students develop a deeper appreciation and understanding of the power of communication technologies to reach a broad audience for a range of purposes and the significance of this mode of communication in a global world. Through a close study of the selected texts students appreciate the active roles of both composer (author, poet, playwright, director, designer and so on) and responder (reader, listener, viewer, an audience and so on) in controlling and choosing the reading pathways through texts. They analyse and interpret the ways composers use and manipulate a variety of aural, language and visual devices to shape our understanding of what we listen to, read or view and may explore notions of hybridity and intertextuality.

Through their responding and composing students gain increasing confidence in experimenting with a range of language and visual forms and features to individually or collaboratively design and create their own multimodal or digital texts to communicate and represent their ideas; understanding the importance of creating a responsible digital footprint.

Through viewing, listening or reading students analyse and assess the text’s specific features and form. They express their knowledge and understanding, clearly and concisely, using appropriate register, structure and modality. They independently and collaboratively plan, draft, appraise and refine their own responses to texts applying the conventions appropriate to form of syntax, spelling and grammar.

Source:  Module A Rubric from the NESA website

Was the Module A Rubric easy to understand? Not really? That’s okay. Many students find it difficult to interpret the rubric’s meaning. So, let’s unpack the module and see what it really means.

Unpacking Module A Rubric

To help you understand the rubric, we have broken it into 10 statements.

We will look at the 10 rubric statements and explain them in detail in clear English. This will help you understand what you need to do for the Module.

Rubric Statement #1

“Students extend their knowledge, understanding and appreciation of the ways that different communication technologies shape the ways that we read, navigate, understand and respond to digital, multimedia, multimodal and nonlinear texts.

Analysis of Rubric Statement #1

This statement is asking you to familiarise yourself with different contemporary texts and understand how they function.

Contemporary texts are texts that have emerged as a result of our technological age…

For example:

  • Digital texts : Any text that is electronic and can be found on the internet or electronic devices like your laptop, phone or TV. These texts include written text, images, interactive elements, and/or hyperlinks… Think websites, blog pages, social media etc!
  • Multimedia texts : Multimedia texts use various mediums to represent an experience or idea. They use images, written text, audio etc.
  • Multimodal texts : They are similar to multimedia texts in that they use various modes of communication. However, unlike multimedia texts, multimodal texts often rely on interaction with the audience. It may be in the form of a presentation or a spatial installation or an interactive website.
  • Non-linear texts : Non-linear texts are texts that do not follow a chronological or straight-forward order. This means that you can engage with different ideas in any order you prefer… like a website!

It is important that you break down these digital texts and explore how we use communication technologies (like computers and phones).

This statement also requires you to appreciate the possibilities that communication technologies offer us. This means that you need to explore the qualities and values of these digital texts in the modern age.

guide-english-standard-year-11-module-a-contemporary-possibilities-website

Rubric Statement #2

“They develop understanding of the creative possibilities made available through these rapidly evolving technologies in the ways we communicate and represent ideas and experiences.”

Analysis of Rubric Statement #2

This statement highlights the importance of understanding how emerging digital technologies create new methods of communication and representation.

So, you need to explore:

  • The new forms of digital and experimental texts
  • How communication technologies changed the way we read new forms of texts
  • How digital texts rely on different forms of communication to create meaning
  • How we respond to different digital texts
This means that you also need a strong understanding of the modern context.

Context refers to everything that is happening within a specific period of time, including movements, technological changes, social and environmental changes and important events.

So, do some research to find information about how technology’s evolution in society. You should also examine different people’s reactions to these changes, society’s beliefs about technology and the changing usage of technology.

Rubric Statement #3

“Students engage in a detailed study of one complex multimodal or digital text for example film, media or interactive narratives. To support their study, students also explore a range of texts that typically use contemporary technologies such as film, television, online news services and specific social media platforms.”

Analysis of Rubric Statement #3

Contemporary Possibilities only requires you to do a close study of one complex multimodal or digital text.

This is the main text that you will break down and examine in detail.

However, there is a vast array of digital text types that exist in modern society. So, you still need to study different digital texts to help you better understand how your chosen text functions or conveys meaning.

This means that you must examine texts that use contemporary technologies like film, TV, online news and social media. Think about text messaging, photo essays, online news articles etc.

Use your knowledge and analysis of these texts to support your study of your main text.

Rubric Statement #4

“They apply their understanding of the nature, scope and ethical use of digital technology in their own responding and composing.

Contemporary Possibilities requires you to compose your own multimodal texts based on the knowledge you gained from your studies of different digital texts.

In simple terms, you need to demonstrate that you understand how digital texts function by creating your own!

Here are some elements that you need to focus on when you are analysing and composing your own texts:

  • Nature : Basic features, characteristics and functions
  • Scope : The extent that digital texts are used in society or for specific audiences
  • Ethical use : The moral principles or issues that are related to digital texts (eg. privacy, power abuse, copyright etc.)

This means that you will need to consider the digital form’s characteristics, function, target audience and ethical issues when you create your own multimodal texts.

guide-english-standard-year-11-module-a-contemporary-possibilities-ethics

Rubric Statement #5

“Students develop a deeper appreciation and understanding of the power of communication technologies to reach a broad audience for a range of purposes and the significance of this mode of communication in a global world. 

Analysis of Rubric Statement #5

Year 11 Module A: Contemporary Possibilities require you to focus on the purpose and audiences of different digital texts.

In simple terms, you need to examine how composers manipulate different forms and features to create particular responses from different audiences.

This means that you need to explore and appreciate how a range of different texts target and represent different cultural audiences. This can include age, religion, class, beliefs etc.

For example, Barack Obama’s tweets would represent a cultural view and target an audience that is different from Kylie Jenner’s Instagram post.

Rubric Statement #6

“Through a close study of the selected texts students appreciate the active roles of both composer (author, poet, playwright, director, designer and so on) and responder (reader, listener, viewer, an audience and so on) in controlling and choosing the reading pathways through texts. 

Analysis of Rubric Statement #6

This statement is all about the relationship between the composer and the audience.

So, you need to examine how the composer manipulates the text to shape the way we navigate and respond to the text.

Remember, every creative decision has been specifically made by the composer. It is up to you to figure out how and why they represented information in that particular way.

Rubric Statement #7

“They analyse and interpret the ways composers use and manipulate a variety of aural, language and visual devices to shape our understanding of what we listen to, read or view and may explore notions of hybridity and intertextuality.”

Analysis of Rubric Statement #7

Extending from the previous statement, the composer’s creative decisions shape the way we respond and understand the text. So, here are some of the elements you need to analyse:

  • Aural devices : Techniques that rely on sounds. For example, repetition, non-diegetic music, discordant sounds, and onomatopoeia.
  • Language devices:  Figurative techniques that is used in writing to convey meaning. For example, metaphor, allusion, symbolism, and anecdotes.
  • Visual devices : These are techniques that rely on images to convey meaning. For example, colour, vector, salience and shots.

Note: If you want to view a full list of literary , visual , and film techniques , take a read of our Essential Guide to English Techniques .

This statement also requires you to look at hybridity and intertextuality.

Digital and multimodal texts rely on various forms of communication. So, they are technically ‘hybrids’ of different forms, and they might also use intertextuality.

But what does this mean?

  • Hybridity : A mixture of different forms
  • Intertextuality : When a text implicitly or explicitly reference another text by using a commonly recognisable trait or characteristic of the other text. ( Read our Literary Techniques: Intertextuality post to learn more )

So, as you are analysing your digital and/or multimodal texts, you need to explore how the composer uses aural, language and visual devices, and hybridity and intertextuality to shape our understanding and response to the information.

guide-english-standard-year-11-module-a-contemporary-possibilities-intertextuality

Rubric Statement #8

“Through their responding and composing students gain increasing confidence in experimenting with a range of language and visual forms and features to individually or collaboratively design and create their own multimodal or digital texts to communicate and represent their ideas; understanding the importance of creating a responsible digital footprint.”

Analysis of Rubric Statement #8

This is your chance to experiment with different language and visual techniques to represent your ideas in your multimodal texts. Remember, you need to always consider your audience and how you want them to receive your message.

However, this is not all. This statement also requires you to understand “the importance of creating a responsible digital footprint”.

A digital footprint refers to the traces of information and data that you leave behind on the internet.

This includes social media posts that  you post, posts that your  friends post about you, your browsing history, pictures you repost etc.

As you can see, content on the internet is very easily accessible and shareable. So, whatever you share online can be accessed by nearly anyone, and will be very difficult to fully remove.

Think about it, once your content is shared, and re-shared, and re-shared, you can’t possibly trace it down and delete it off the internet permanently. It is in “the cloud” forever.

As such, Module A is highlighting the importance of being responsible online by encouraging you to create your own multimodal texts.

Every time you want to publish content online, you need to ask yourself:

  • How will this reflect on me as a person and as a citizen?
  • What will my future employer think when they see this?
  • What will my parents or grandparents think when they see this?
  • Will I regret posting/sharing this in the next 3 years?

These questions will ensure that you are posting and sharing content responsibly online.

Rubric Statement #9

“Through viewing, listening or reading students analyse and assess the text’s specific features and form.”

Analysis of Rubric Statement #9

Module A requires you to analyse features and characteristics that are specific to the text’s form.

For example, if you are analysing a video on a webpage, then you need to examine film techniques used, not literary techniques!

If you want to have a refresher on different  literary , visual , and film techniques , take a read of our Essential Guide to English Techniques .

Rubric Statement #10

“They express their knowledge and understanding, clearly and concisely, using appropriate register, structure and modality. They independently and collaboratively plan, draft, appraise and refine their own responses to texts applying the conventions appropriate to form of syntax, spelling and grammar.”

Analysis of Rubric Statement #10

This statement highlights the importance of carefully planning, drafting, re-drafting, editing, and receiving feedback to produce a high-quality response.

The issue with most students is that they draft a response and simply submit it without editing.

This means that their responses may be long-winded or verbose, have grammatical and spelling mistakes, lack a strong structure and/or have other minor visual/aural errors.

As such, at Matrix, we teach students the fool-proof Matrix Method for studying English.

contemporary possibilities essay

This method ensures that students are producing responses to the best of their ability. You need to:

  • First reading : Comprehension – Understand what the text is saying holistically
  • Second reading : Find meaning by analysing key scenes or events
  • Third reading : Break down the text to find specific quotes and textual evidence
  • Plan and scaffold : Jot down your ideas based on the question, and structure it into a rough scaffold
  • First draft : Don’t waste time trying to edit as you write/draw/create. Just get all of your ideas out first!
  • Read, proof and edit : Go back and edit your work
  • Second draft : Now, attempt to re-write your response and make it better
  • Feedback : Ask your school teachers, Matrix teachers or tutors, or friends to take a look at your work.
  • Polished work : Edit your work and use the given feedback to polish your Band 6 responses!

If you want to learn more HSC skills to write and refine different types of English responses, take a read of our HSC English Study Guide.

Context refers to everything that is happening in a specific period of time. This includes:

  • For example, religious beliefs, cultural practices, economic and political ideologies and even pop-culture
  • For example, people from a Communist society may praise communism and dislike democracy, whereas people from a democratic nation will praise democracy and dislike communism.
  • For example, illnesses, upbringing, education, life opportunities etc.
  • For example, the Sorry Speech, 911, natural disasters etc.

It is crucial that you examine the composer’s context for Module A: Contemporary Possibilities texts so you understand how and why they chose to use a particular form of media.

Furthermore, context shapes composers’ perceptions of the world. So, they usually comment and critique their contexts through their texts.

Year 11 Eng Std Module B: Close Study of Literature

© Matrix Education and www.matrix.edu.au, 2023. Unauthorised use and/or duplication of this material without express and written permission from this site’s author and/or owner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to Matrix Education and www.matrix.edu.au with appropriate and specific direction to the original content.

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contemporary possibilities essay

* The Guide to Year 11 Module A: Contemporary Possibilities  

*Contemporary Possibilities: 20 Practice Questions for Y11 English Standard Module A

Croese, C. (n.d.).  The guide to year 11 module A: Contemporary possibilities.  Art of Smart. https://artofsmart.com.au/english/year-11-hsc-standard-english-module-a/ H+ The Digital Series. (2013, March 5). H+ The Digital Series - channel teaser  [Video]. YouTube. https://youtu.be/wGF_OPV4TO8 Lu, R. (n.d.). Contemporary Possibilities: 20 practice questions for year 11 English Standard module A . Art of Smart. https://artofsmart.com.au/english/contemporary-possibilities-practice-questions/ solar_eclipse. (2014, January 3). The inside experience - full movie [Video]. YouTube. https://youtu.be/iJFL5kd6dG8

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{{item.title}}, my essentials, ask for help, contact edconnect, directory a to z, how to guides, english k–12, english standard – year 11 – module a – contemporary possibilities.

Sample lesson sequences, sample assessment and resources for 'Contemporary possibilities - The power of podcasting', 'Contemporary possibilities - Is the authentic true?' and 'Contemporary possibilities - Run Lola Run and Universe Within'.

Support materials developed by NSW public school teachers as part of the Stage 6 mEsh project where 62 teachers led writing teams (over 150 teachers) across NSW.

Teachers can adapt the following units of work as required.

The power of podcasting

  • Power of podcasting – sample lesson sequence (DOCX 64KB)
  • Power of podcasting – sample assessment (DOCX 22KB)
  • Power of podcasting – Resource 1 (PPTX 4031KB)
  • Power of podcasting – Resource 2a (DOCX56KB)
  • Power of podcasting – Resource 3 (PPTX 439KB)
  • Power of podcasting – Resource 4a (DOCX 49KB)
  • Power of podcasting – Resource 5 (PPTX 1210KB)
  • Power of podcasting – Resource 6a (DOCX 54KB)
  • Power of podcasting – Resource 7 (PPTX 760KB)
  • Power of podcasting – Resource 8 (PPTX 888KB)
  • Power of podcasting – Resource 9a (DOCX 54KB)
  • Power of podcasting – Resource 10a (DOCX 65KB)
  • Power of podcasting – Resource 11a (DOCX 52KB)
  • Power of podcasting – Resource 12a (DOCX 82KB)
  • Power of podcasting – Resource 13a (DOCX 44KB)
  • Power of podcasting – Resource 14a (DOCX 44KB)
  • Power of podcasting – Resource 15a (DOCX 45KB)
  • Power of podcasting – Resource 16a (DOCX 54KB)
  • Power of podcasting – Resource 17a (DOCX 53KB)

Is the authentic true?

  • Is the authentic true? Sample lesson sequence (DOCX 81 KB)
  • Is the authentic true? Sample assessment (DOCX 22 KB)
  • Is the authentic true? Resource 1 (DOCX 43 KB)
  • Is the authentic true? Resource 3 (DOCX 45 KB)
  • Is the authentic true? Resource 5 (DOCX 48 KB)
  • Is the authentic true? Resource 6 (DOCX 55 KB)
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  • Is the authentic true? Resource 12 (DOCX 72 KB)
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  • Is the authentic true? Resource 14 (DOCX 45 KB)
  • Is the authentic true? Resource 16 (PDF 4427 KB)
  • Is the authentic true? Resource 17 (DOCX 44 KB)
  • Is the authentic true? Resource 18 (DOCX 54 KB)
  • Is the authentic true? Resource 19 (DOCX 52 KB)
  • Is the authentic true? Resource 20 (DOCX 54 KB)
  • Is the authentic true? Resource 21 (DOCX 51 KB)
  • Is the authentic true? Resource 22 (PPTX 1542 KB)

Run Lola Run and Universe Within

  • Run Lola Run sample lesson sequence (DOCX 82 KB)
  • Run Lola Run sample assessment (DOCX 82 KB)
  • Run Lola Run Resource 1 (PPTX 6909 KB)
  • Run Lola Run Resource 2 (DOCX 36 KB)
  • Run Lola Run Resource 3 (DOCX 365 KB)
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  • Run Lola Run Resource 5 (DOCX 38 KB)
  • Run Lola Run Resource 6 (DOCX 90 KB)
  • Run Lola Run Resource 6a (DOCX 38 KB)
  • Run Lola Run Resource 7 (DOCX 36 KB)
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  • Run Lola Run Resource 11 (DOCX 400 KB)
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  • Run Lola Run Resource 22 (DOCX 36 KB)
  • Run Lola Run Resource 23 (DOCX 37 KB)
  • Run Lola Run Teacher resource – Film education (DOCX 80 KB)

Tutoring 4 All

Standard English Module A – Contemporary Possibilities – A Complete Understanding

15Apr, 2020

contemporary possibilities essay

Dear Students 

Now, more than ever, you find yourself looking for resources to help you as you tackle homeschooling. You’ve been thrown tasks from school, you are looking at a number of different texts and have a million questions circling in your head. 

You are also filled with a little worry of what this means to your schooling and how you will be able to adapt to ensure that you are able to come out of this prepared to attack your HSC. 

Not to worry. The team at Tutoring4All is here to help you every step of the way. From understanding rubrics and assessment tasks to simply explaining the format of the English paper, we have you covered. 

To continue adding to our Preliminary Course Blog Edition, we have put together an understanding of Module A – Contemporary Possibilities for Standard English. 

We will start with an understanding of the rubric and then move to a text that is prescribed for this module to see how it is adopted in practice. 

Rubric – remember this is always the first place that you start. Let’s take a look to understand what we are doing…

As you follow below the module is in italics and our comments in regular font. We have deconstructed the module paragraph by paragraph so it’s easier for you to navigate. 

In this module, students extend their knowledge, understanding and appreciation of the ways that different communication technologies shape the ways that we read , navigate, understand and respond to digital, multimedia, multimodal and nonlinear texts. They develop understanding of the creative possibilities made available through these rapidly evolving technologies in the ways we communicate and represent ideas and experiences .

       A key clue in this paragraph is that the form of the text that you will be studying in this module won’t be a traditional poem or novel. You will be engaging with ‘new’ ways that composers deliver their message or story to audiences. For example, you might analyse a podcast or an interactive film that allows audiences to select different endings. Through your analysis, you’ll understand that some techniques will be traditional yet the way that they are presented and manipulated by their creator to achieve meaning might be done in a way that is creative and represents ideas and experiences in a unique way. 

Students engage in a detailed study of one complex multimodal or digital text for example film, media or interactive narratives. To support their study, students also explore a range of texts that typically use contemporary technologies such as film, television, online news services and specific social media platforms. They apply their understanding of the nature, scope and ethical use of digital technology in their own responding and composing.

      This paragraph gives us further clues that the texts students are engaging with a non-traditional and focuses on the way that technology has disrupted the traditional forms of literature to create contemporary formats. During your study of this module you will be focusing on one complex multimodal or digital text to direct your learning and compare this against a film, television show or online news services to develop an understanding about the new ways that communication is achieved. 

Students develop a deeper appreciation and understanding of the power of communication technologies to reach a broad audience for a range of purposes and the significance of this mode of communication in a global world . Through a close study of the selected texts students appreciate the active roles of both composer (author, poet, playwright, director, designer and so on) and responder (reader, listener, viewer, an audience and so on) in controlling and choosing the reading pathways through texts . They analyse and interpret the ways composers use and manipulate a variety of aural, language and visual devices to shape our understanding of what we listen to, read or view and may explore notions of hybridity and intertextuality .

During your study of this module and in particular the texts you analyse, there is a focus on how the text is providing an active role for both the composer and the responder. The technological aspects of these texts means that the reader plays a part in creating meaning as they are able to choose for themselves the pathway they choose when engaging with the text rather than the composer simply presenting an idea. You will also be required to identify the elements of hybridity (when 2 different text types come together) and intertextuality (when the text you are engaging with references another well known text). 

Through their responding and composing students gain increasing confidence in experimenting with a range of language and visual forms and features to individually or collaboratively design and create their own multimodal or digital texts to communicate and represent their ideas; understanding the importance of creating a responsible digital footprin t.

This paragraph gives an indication of the type of assessment you will be completing for this module. The biggest clue, it won’t be a traditional style essay BUT you are still required to provide analysis and about the text you are studying. You are encouraged to experiment with the form by presenting a multimodal (if you’re not too sure about this one, check out our blog post on multimodals) and use a variety of language and visual forms. Basically get creative as possible! 

Through viewing, listening or reading students analyse and assess the text’s specific features and form . They express their knowledge and understanding, clearly and concisely, using appropriate register, structure and modality. They independently and collaboratively plan, draft, appraise and refine their own responses to texts applying the conventions appropriate to form of syntax, spelling and grammar.

Like always, you are still expected to present a high quality piece of work that is sophisticated and clearly answers the analytical question you have been asked to consider. 

So that we can understand the above, let’s look at two examples.

The first is a podcast – it’s season one of a series called Serial . It is a criminal investigation into a real life murder of a teenager in America. It tracks the alibi of the murder, interviews different persons involved and delves deeper into pieces of evidence that was brushed over during the initial investigation. 

You can find a link of it here: https://serialpodcast.org/season-one

Together with the podcast, there is an abundance of additional resources including interactive infographics, newspaper articles and opinion pieces. Keep in mind this has all arisen years after the case was heard and trialled by the courts. 

So what does this have to do with the module? 

Well let’s break it down and see how we can interpret the rubric by dissecting the elements of the text…

  • The form of the podcast itself is a digital, multimedia, multimodal and nonlinear text. It can only be accessed via digital means – be that a computer or smartphone that has an internet connection. It encompasses multiple forms of media – you hear the voice of the presenter, it includes original snippets of the court case and there are also elements that need to be read and looked at such as the infographic. Each episode captures a different element of the case. This means that we are moving backwards, forwards and side to side as we follow particular stories of each person involved. If you haven’t already picked up where we are going with this point yet – yes this means it is a nonlinear text. We do start at one point and finish at the end but it’s not one straight path to get there – we take a few diversions along the way so that when we get to the end we have a greater appreciation of the whole story. 
  • As the podcast explores an event that happened many years ago, the form allows it to explore notions of hybridity and intertextuality . The podcast references many other texts such as news snippets and letters and then pieces them together like a collage. Or in other words, creates and hybrid text.
  • Although the case was heard many years ago in a small American town, the podcast has now gained international attention. This shows the power that communication technologies to reach a broad audience for a range of purposes and the significance of this mode of communication in a global world. It is possible that exposure of the podcast will attract public attention many years after the event will spark new interest, new evidence or encourage a new witness to come forward. This means that the text has a range of purposes – to inform, to entertain and to position audiences to question their surroundings and past events. The significance of this communication in a global world is that it may bring attention to voices that are otherwise marginalised or not usually celebrated within a public sphere. 
  • Let’s think about the additional resources that are available with the podcast. We mentioned before that there are infographics, newspaper articles and opinion pieces. What impact does this have on audiences? Well it allows audiences and readers an opportunity to controlling and choosing the reading pathways through texts. Well what does this mean? Put basically, composers of these texts don’t want you to think one certain way. Or simply adopt their point of view. They want you to come up with your own meaning. Unlike ‘traditional’ texts, these forms focus on the role of the reader and their ability to select the material that resonates with them, apply their own environmental understandings and then control and choose how meaning from the text is developed. 

Hopefully the above analysis of the text helps provide an understanding of what this module is about. 

The second text that provides some insight into this module is a series of blog posts based on Sherlock Holmes. In case you are not familiar with the Sherlock Holmes series, Mr Holmes is a detective who solves a range of investigative cases. He is a well known fictional character who is created as a personal detective. It could be argued that his modern counterpart is someone like James Bond. 

There are many traditional portrayals of Mr Holmes including novels, short stories, images and television episodes. 

But the text that is used for study in this module is a set of blog posts – you can find the link here http://www.johnwatsonblog.co.uk . 

The blog posts are written by a member of the public who is channeling a character from the series and writing his point of view about events that are presented in the episodes of Sherlock Holmes. Other people have commented on the blog posts in response to the entry. The additional materials for study include YouTube clips and feature length movies. It is obvious that the portrayal of Mr Holmes’ character has changed over time. 

So now it’s your turn, how do you think these texts reflect this module? Why don’t you have a go at putting some thoughts together and sharing them with us. 

When you are studying these texts it’s also important to consider the elements of a multimodal text they involve as you will be producing a multimodal text for your assessment. You’d want to make sure you give it a fair attempt as you will have to create another one as part of your study for Year 12. 

We hope the above helps! Any questions drop us a line anytime. 

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Term 2: Contemporary Possibilities

Unit Description:

In this unit, students engage in the study of multimodal texts, using the BBC TV series Sherlock (Season 1) and a selection of related multimodal texts, including the program’s website, as the focus of their study. Through a close engagement with these multimodal texts, students will consider the contemporary possibilities for storytelling across multiple platforms and media. They will analyse their own engagement as readers and active participants in the creation of meaning, and explain how the relationship between texts adds complexity to both the creation and reception of these texts.

This unit contains a range of resources and teaching and learning activities. It is not an expectation that all texts or activities are to be completed in order to achieve the learning intentions of this module. Teachers may select what is appropriate and relevant for their students.

Focus Text:

Sherlock (BBC season 1, 2010)

Related texts :

Various websites and articles related to Sherlock Holmes

For all resources (including worksheets) related to this unit visit your class' Google Classroom page.

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  1. Year 11 Module A: Contemporary Possibilities

    Year 11 Module A: Contemporary Possibilities is all about breaking down different digital text types that are used to communicate in today's technological age… like film, television, online news, and social media. We are in the age of experimentation, where our forms of communication are rapidly evolving and changing.

  2. Contemporary Possibilities: Year 11 Module A

    Check out our practice questions and guides below: Reading to Write: 20 Practice Essay Questions [Year 11 English Common Module] How To Respond To A Multimodal Text for Year 11 English Module A. How to Write an Effective Year 11 English Reflection Statement. 20 Practice Questions for Year 11 English Standard Module B: Close Study of Literature.

  3. English Standard Year 11

    A selection of resources to support Year 11 English Standard students completing Assessment Task 2 : Contemporary Possibilities (Video Essay) Home; Video Essay - Properties; Video Essays - Examples; Reference. Reference Shelf. ... Contemporary Possibilities: 20 practice questions for year 11 English Standard module A. Art of Smart. https ...

  4. The Guide to Year 11 Module A: Contemporary Possibilities

    What You Need to Be Able to do What is Year 11 Module A: Contemporary Possibilities all about? 'Contemporary' means the time we're living in right now and 'possibilities' refers to the new options for creators generated by new technologies, such as the Internet.

  5. 11 English Practice Essay Contemporary Possibilities

    Contemporary possibilities explore different interpretations of modern communication technologies and analyses its impacts upon society in the present and the future. Modern communication technologies give either a positive or negative impact to the audience that can be cheerful, surreal, or terrorising.

  6. Contemporary possibilities- Essay( English Prelim)

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  7. English Standard

    Sample lesson sequences, sample assessment and resources for 'Contemporary possibilities - The power of podcasting', 'Contemporary possibilities - Is the authentic true?' and 'Contemporary possibilities - Run Lola Run and Universe Within'. Support materials developed by NSW public school teachers as part of the Stage 6 mEsh project where 62 ...

  8. Notes on Contemporary Possibilities

    The module title Contemporary Possibilities can been understood in different ways: • as an investigation of ways of reading • as a study of the contemporary world and the way it is represented • as a study of contemporary text types and the possibilities they offer for composition and creativity

  9. Standard English Module A

    To continue adding to our Preliminary Course Blog Edition, we have put together an understanding of Module A - Contemporary Possibilities for Standard English. We will start with an understanding of the rubric and then move to a text that is prescribed for this module to see how it is adopted in practice. Rubric - remember this is always ...

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  11. SMCC English

    Unit Description: In this unit, students engage in the study of multimodal texts, using the BBC TV series Sherlock (Season 1) and a selection of related multimodal texts, including the program's website, as the focus of their study. Through a close engagement with these multimodal texts, students will consider the contemporary possibilities ...

  12. DOCX Year 11 English Studies 2018

    Module A - Contemporary Possibilities. Unit Title: Module A - Contemporary Possibilities Duration - 10 weeks. Assessment Outline: Essay. Unit Rationale. In this unit, students engage in the study of multimodal texts, using the BBC TV series

  13. Sherlock + contemporary possibility by Jen Vo

    Contemporary Possibilities JENNY VO 25/02/2019 Introduction Introduction How contemporary possibilities used in Sherlock (series 1) enable readers to engage in murder mystery texts in new and active ways ? What are contemporary possibilities? Contemporary = belonging to the Crime

  14. Contemporary Possibilities: Sherlock Holmes by Krystal Sloan

    Contemporary Possibilities By Krystal Sloan SHERLOCK HOLMES Chosen Texts A Study In Scarlet (Novel) - Arthur Conan Doyle, 1887 Sherlock Holmes (Movie) - Guy Ritchie, Based Off 'A Study In Scarlet, 2009 Sherlock (BBC TV Series) - Mark Gatiss, Steven Moffat, Stephen Thompson, 2010

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