English Standard – Year 11

Module B: Critical Study of Literature

Rationale: In this module, students developed detailed evaluative and critical knowledge,
understanding and appreciation of a substantial literary text. The close analysis of the text’s
construction, content and language develop students own rich interpretation of the text, basing their
judgements on detailed evidence drawn from their research and reading. In this Module, students can
engage deeply with the text and they can be a responder, composer to further develops personal and
intellectual connections with the text.

Task number: 2 Weighting: 40% Due date: week 7/Term 2

Outcomes assessed

EN11-2 uses and evaluates processes, skills and knowledge required to effectively respond to and
compose texts in different modes, media and technologies

EN11-5 thinks imaginatively, creatively, interpretively and analytically to respond to and compose
texts that include considered and detailed information, ideas and arguments

EN11-7 understands and explains the diverse ways texts can represent personal and public worlds
and recognises how they are valued

E11-8: Explains and evaluates cultural assumptions and values in texts and their effects on meaning

E11-9: Reflects on, evaluates and monitors own learning and adjusts individual and collaborative
processes to develop as an independent learner
Nature of the task: Multimodal Presentation

Representing

Seldom, very seldom, does complete truth belong to any human disclosure; seldom can it
happen that something is not a little disguised, or a little mistaken.

JANE AUSTEN, Emma

Students are to go through Jane Austin’s ‘Emma’ and analyze how do misunderstandings in Jane
Austen’s Emma function as a narrative device? In response, refer to the quotation and understanding
of the novel, Emma. Students are to create an attractive 5-7-minute multimedia presentation which
they must submit on flash drive in class in week 7. The presentation must have both visual and audio
components and can take the form of a Prezi, spark presentation, PowerPoint, iMovie video, or other
multimedia presentations. Students are to use a range of different sources to complete this
assessment and reference according to school referencing policy.

Writing

Students needs to write a 500-word explanation of how they have used the relevant textual forms
and features to communicate their ideas and engage the audience through their presentation.

Marking criteria

Students will be assessed on how well they:

 design a multimodal digital text that communicates about the Narrative device.
 use forms, features and structures of texts to engage an audience.
 assessing the importance of the character ‘Emma’ in the novel.
 analysis of the literature and the characters in the novel.

Feedback provided:

 Annotations on marking guidelines

 Written comments addressing areas of strength and areas for improvement.
 Marking guidelines

Mark
A student:
range

 designs a multimodal digital text that comprehensively explores about

misunderstandings in Emma function as a narrative device.
 uses appropriate language forms, features and structures skillfully to 17–20
engage an audience with the ideas in the text
 Properly assessing the importance of the character of Emma in this
novel Emma

 designs a multimodal digital text that explores about misunderstandings

in Emma function as a narrative device. 13–16
 uses language forms, features and structures effectively to engage an
audience with the ideas in the text
 Assessment of the importance of the character Emma in this novel.

 designs a multimodal digital text that satisfactorily explores about

misunderstandings in Emma function as a narrative device. 9–12
 uses language forms, features and structures soundly to engage an
audience with the ideas in the text
 Talks about the importance of the character Emma.

 designs a multimodal digital text that attempts to explore about

misunderstandings in Emma function as a narrative device. 5–8
 uses some language forms, features and structures that attempt to
engage an audience with the ideas in the text
 Poor analysis of the character Emma.

 designs a multimodal digital text that about misunderstandings in

Emma function as a narrative device. 1–4
 attempts to use language forms, features and structures in a limited way
to communicate ideas
Multimodal assessment is a theory of communication and certain social semiotics which
describes various communication practices in relation to various textual, aural, linguistic,
spatial and visual resources which is used for the composition of various types of messages.
The method of a multimodal approach in the classroom can be used as a source of creativity
for both the students and the teachers. The origin of such multimodal approach in studies during
1996 in new London group. This model is combined of two or more modes which comprise
written language, spoken language, visual, audio, gesture, and spatial meanings. The creation
of the multimodal texts also includes the usage of communication technologies. Though the
multimodal texts are a paper-based or live performance it helps in various ways. The Victorian
curriculum states that student should be able to create a range of increasingly complex and
sophisticated spoken, written or multimodal text for a variety of purposes. The literacy
encompasses the skills and the knowledge which a student must have for accessing,
understanding or analysing the evaluation of information along with the interaction with others
and the participation in activities at school. The success rate in learning always depends on the
significant use which can be identified, and these are important for the learning and
representation of the learning content area as well.

In the world of globalization and digital era, students are always attracted towards the modern
approach and are engaged in many multimodal texts because of the active engagement in social
media. The frequent use of electronic gadget in everyday life is the reason for this approach.
Such activities are the reason why transformation is needed in the process of teaching and the
lesson for promoting the student’s capacity in making various literacy texts which the students
come across in the activity of learning. There are few disadvantages too like every individual
is not fit into one single learning style. About 39% of the people come under this category.
While talking about multimedia learning different question takes place in our mind which is a
matter of concern the impacts the information and the communication technology on our lives
(Gupta et al. 2013). This method provides academics with the opportunity for creating and rich
learning environment for the individual who is enhanced by the wealth of information and
resource available on the network along with the range of multimedia-based learning element.
This method is usually preferred by the learners for perceiving as it is easier in learning and
improvement in attendance rate with the improvement of learning performance as well. These
methods of learning acquire the information in the best way as they can experience directly via
movement and touch. This is kind of a hand on an activity like sports, cooking or construction
of project and skit. Such an approach towards the movement is also problematic sometimes.
Individuals are often uncomfortable in classes which consist of reading and lectures and they
tend to take frequent breaks while studying (Faltinsen and Timokha, 2011). If someone is a
visual learner, they may try to highlight the reading material by colour coding while reading
notes or using flash cards for studying in the test. As poor note-takers the auditory they often
fail, the auditory learner has the capacity of recording to play it back for studying or making
the other understand.

Today student’s interests lie towards literacy on social media, but objectives must be made
while planning for the lesson as a teacher. The students who get similarities between out of
school learning and in school learning are much more attracted towards it and thus increases
the value of the lesson. The benefits of multimodal assessment are vast. The resources of the
actual world come from different modalities. This idea of visualization has a great impact on
the learning process. Multimodal assessment is a great model for the representation of joint
representation of various modalities. This also helps to fill the missing modalities which are
observed. A teacher must strive towards learning and incorporate the students as well
(Vadakkepat, 2010). This comprises many factors like literacy can include digital literacy,
social media, music or film which students encounter every day and take an interest in the
community issues. The multimodal approach plays a crucial role, and this gives the connotation
of enjoyable learning procedures. The students can use this platform of digital literacy as an
important tool of learning. People who value the structure of multimodality in the classroom
also provide the students with translated knowledge via many different formats for reaching
the students. The formative and summative assessment can be considered as multimodal as
well. Despite the comprehensive evaluation, the student can use the out of school literacy for
choosing the better creative format for presenting the knowledge. Construction of multimodal
assessment helps the student to achieve a goal in a modern way. The teacher must pick out the
ongoing student’s interests, culture, and illiteracies. They also try to create a flexible and
multimodal assessment implementation with imaginative lesson plans which allows the student
to become more creative as well as expressive via means like the performance, music, poetry
or art. The effective engagement in students also creates the curriculum in a very meaningful
way which can meet the objectives and needs of the students and teachers by creating a
multimodal classroom. This inspiration by the student out of school interest and the literacy
also allows the student in the construction and expression of knowledge in many ways
(Faltinsen and Timokha, 2011). This method provides academics with the opportunity for
creating and rich learning environment for the individual who is enhanced by the wealth of
information and resource available on the network along with the range of multimedia-based
learning element. The technique of a multimodal approach in the classroom can be used as a
source of creativity for both the students and the teachers

Learning styles can be of many ways. the common ones are consisting of visual, auditory,
kinesthetic, and multi-modal. Most of the individual prefer to use different kinds of learning
but some have preference over a style of learning. The understanding of these methods can
help the student in preparing in a more effective manner. Visual learning is comprised of
images pictures, colour as well as the diagram for the organization of the information as well
as the communication which also benefits from the creation and usage of the chart, graph,
images, and the pictures to learn the given information in a better way. Auditory learning is
comprised of information listening like music, stories, reading notes allowed, recording. This
benefits the individual to learn in a very theoretical way. The kinesthetic learning is comprised
of action while studying like making graphs or model of concepts. This is an effective way of
learning in the method of the kinesthetic approach.

Usually, multiple preferences also provide us with many kinds of modes in learning for using
in interaction with others. Some individuals have admitted that this can be applied in their daily
life too. This is a method which sees other different modes which individual use for
communication with each other for expressing themselves (Hauck and Youngs, 2008). This
method is extremely relevant for increasing the efficacy in the technological tools along with
the association of accession in the multimedia composition of software which can lead to the
individual who is able to use these modes in a creative way. Such activities are the base that
why such transformation is needed in the process of teaching and the lesson for promoting the
student’s capacity in making various literacy texts which the students come across in the
activity of learning. The paper has focused on the framework of multimodality in the
structuring of the learning and teaching process with the objectives of investigating the effects
and the perspective of a student on the usage of the multimodal approach.

This model is combined of two or more modes which include written language, spoken
language, visual, audio, gesture, and spatial meanings. The creation of the multimodal texts
also includes the usage of communication technologies. As the multimodal texts is a paper-
based or live performance it helps in various ways. Learning is a very important part of a
student life not only to mug-up but also to have better clarification about the matter of subject
material in every way. Therefore, we can assume the importance of multimodal assessment
strategies in our learning process which can be applied by every individual in different ways
of learning according to the preference.
Reference list:

Hauck, M. and Youngs, B.L., 2008. Telecollaboration in multimodal environments: The impact
on task design and learner interaction. Computer Assisted Language Learning, 21(2), pp.87-
124.

Nigay, L. and Coutaz, J., 2013, May. A design space for multimodal systems: concurrent
processing and data fusion. In Proceedings of the INTERACT'93 and CHI'93 conference on
Human factors in computing systems (pp. 172-178). ACM.

Lu, S.A., Wickens, C.D., Prinet, J.C., Hutchins, S.D., Sarter, N. and Sebok, A., 2013.
Supporting interruption management and multimodal interface design: three meta-analyses of
task performance as a function of interrupting task modality. Human Factors, 55(4), pp.697-
724.

Gupta, R., Whitney, D. and Zeltzer, D., 2017. Prototyping and design for assembly analysis
using multimodal virtual environments. Computer-Aided Design, 29(8), pp.585-597

Vadakkepat, P., Lim, P., De Silva, L.C., Jing, L. and Ling, L.L., 2008. Multimodal approach
to human-face detection and tracking. IEEE transactions on industrial electronics, 55(3),
pp.1385-1393.

Faltinsen, O.M. and Timokha, A.N., 2011. An adaptive multimodal approach to nonlinear
sloshing in a rectangular tank. Journal of fluid mechanics, 432, pp.167-200.