This online resource, a product of a partnership between the Centre for Road Safety and the English Teachers Association, has been developed for teachers to support the Year 11 English courses and Year 11 students at a time when they are beginning to drive. As English teachers, we share responsibility to guide our students to understand that citizenship is not just about rights and privileges it is also about individuals accepting responsibility for themselves and for others.
Working with the syllabus
Cruise Control applies the English Textual Concepts™ to texts from the Centre for Road Safety website scaffolding skills of analysis and criticism to authentic texts that have immediate personal significance to students.
Through differentiated sections and activities, the resource addresses the outcomes and content of the Year 11 Advanced, Standard, EAL/D and English Studies courses and is made up of activities providing opportunities for:
- Addressing modules in Standard, Advanced, EAL/D and English Studies courses
- Reading to Write as reading is used as stimulus for composition
- Any study of multimodal texts in any course
- The mandated multimodal assessment
- An independent project
The introductory section to each concept explains the importance of the concept to student learning and identifies the outcomes addressed through the activities.
Playfully we have adopted the extended metaphor of the road for this resource: preparing for a journey of textual study, a journey towards the outcomes of the senior English courses.
- survey the big picture, the panorama, the influences outside the text that affect composition and response. They explore the concepts of Authority, context and perspective that are so important in shaping meaning
- plan their journey, examining highways and by-ways to determine their Roadways to reading, how they will navigate texts, intertexts and hypertexts
- choose a direction, deciding on what constrains and what enables meaning, the influences of Rhetoric and Genre and at last,
- start the Ignition when concepts and processes are put into play in their independent projects.
The texts from the Centre for Road Safety are taken from the website and also include texts, not usually seen by the public, used in the development of campaigns. These are short and are often linked to other more substantial or literary texts, inviting teachers to find further links with:
- narratives or forms of argument
- substantial texts for close study and
- other activities to develop foundational textual concepts such as representation and code and convention.
The ETA thanks the CRS for giving us the opportunity to create meaningful resources that will enhance student learning and reinforce the importance of responsible citizenship.
Section 1: Authority
Authority is a key concept in the discipline of English. A sense of their own authority is the basis for a student’s personal response to texts, their confidence in creating their own texts and their ability to influence others through them. Understanding the nature and source of authority also underpins a student’s ability to read a text critically and test the reliability of its content.
The concept of authority is fundamental to all students’ achieving Year 11 outcomes 1 and 2, and indeed, any content point in the syllabus that requires critical engagement and experimentation with texts.
The exploration of how authority works is important in addressing Year 11 outcome 7 to understand how personal and public worlds are represented and valued in texts.
- 1.1 Who’s in authority? Advanced
- 1.2 Authority and texts - Advanced
- 1.3 Acquiring authority - Advanced
- 1.4 Authority dispersed - Advanced
- 1.5 Demonstrating authority - Advanced
- 1.6 Who’s in authority - Standard, English Studies, EAL/D
- 1.7 Acquiring authority - Standard, English Studies, EAL/D
- 1.8 Demonstrating authority - Standard, English Studies, EAL/D
- 2012 Driver Fatigue Quantitative and Qualitative Study 122 pages (PDF | 2.51 MB)
- Don’t Rush storyboard (PDF | 730.81 KB)
- Fatigue Problem Definition – 12 pages (PDF | 92.9 KB)
- Woolcott Research - Driver Fatigue (PDF | 129.6 KB)
- 1.2.1 Spider diagram (Advanced) (PDF | 197.38 KB)
- 1.3.1 Don’t Rush (Advanced) (PDF | 151.42 KB)
- 1.3.2 Driver fatigue (All students) (PDF | 94.96 KB)
- 1.3.3 A sense of authority (Advanced) (PDF | 149.33 KB)
- 1.7.1 Don’t Rush (Std, ES, EAL/D) (PDF | 166.8 KB)
- 1.7.2 Fatigue problem definition (Std, ES, EAL/D) (PDF | 210.99 KB)
- 1.8.1 Campaign development (Std, ES, EAL/D) (PDF | 163.81 KB)
Section 3: Roadways to reading
At the heart of your study of English is learning to analyse how meaning is made in and through texts. In Roadways to reading you will explore how different types of texts and their media of communication take you along different roads to meaning. You will travel:
A single track through texts that deliver a definite and particular message
The open road of multilayered texts that allow for a variety of meanings
The multi-lane highway where texts are structured to allow choice of different paths for reading and how your choice of paths affects meaning.
You will learn about the codes and conventions that apply to the processes of composing and responding to texts. You will see the differences between how you respond to print and how you respond to digital texts. You will also explore the similarities and differences in the ways various media relate to the real world and how the characteristics of the print and digital technologies enable different approaches to achieving the purpose of a text.
Roadways to Reading explores the processes of responding and composing and the relationships between composer, responder and text in different communication media. It is particularly helpful in developing students’ capacity to reflect on their own processes of responding and composing. This section of the resource provides students information and activities that will support them in the achievement of outcomes:
Standard course: EN11 – 1 and 2
Advanced course: EA11 – 1 and 2
EAL/D course: EAL11 - 1A, 1B and 2
Common module: Reading to write
This resource consists of activities for intensive and close reading to make explicit for students their own processes of responding to a range of texts with different purposes and in different and combined modes and media. Each text or grouping of texts is used as an opportunity for students to produce carefully scaffolded writing for different purposes, audiences and media.
- 3.3.1 Responses to texts (All students) (PDF | 220.76 KB)
- 3.3.2 Perseus and Andromeda (Advanced) (PDF | 203.01 KB)
- 3.4.1 Perseus and Andromeda (Std, ES and EAL/D) (PDF | 195.19 KB)
- 3.5.1 Webpage scanning (All students) (PDF | 95.5 KB)
- 3.5.2 Visual hierarchy design (All students) (PDF | 88.3 KB)
- 3.5.3 Designing to connect (All students) (PDF | 72.67 KB)
- 3.5.4 Narrative structure (All students) (PDF | 105.42 KB)
- 3.5.5 Ride to Live (All students) (PDF | 100.66 KB)
- 3.5.6 Synthesising activity (Advanced) (PDF | 98.62 KB)
Section 2: Context and perspective
Context and Perspective refers to factors beyond the text that influence meaning, whether we are composing or responding. By considering the interactions of responder, composer and text through their contexts, students come to understand that a range of readings is possible.
The concepts of context and perspective pervade the syllabus and this section of the resource provides students with information and activities that will support them in the achievement of:
Standard course: EN11 - 1, 3, and 8.
Advanced course: EA11 - 1, 3, 4, and 5.
EAL/D course: EAL11 - 1A, 1B, 3 and 8
English Studies course: ES11 - 1, 3, 4 and 9.
- 2.1 Exploring context - Advanced
- 2.2 Characters, context and audiences - All students
- 2.3 Exploring subtexts in other texts - Advanced
- 2.4 From text to context - Advanced
- 2.5 Text, context and perspective - Advanced
- 2.6 Perspective - All students
- 2.7 Exploring context - Std, ES and EAL/D
- 2.8 Exploring subtexts in other texts - Std, ES and EAL/D
- 2.9 From text to context - Std, ES and EAL/D
- 2.10 Text, context and perspective - Std, ES and EAL/D
- 2.1.1 Exploring context (All students) (PDF | 95.69 KB)
- 2.1.2 Thirty years of RBT (All students) (PDF | 169.08 KB)
- 2.2.1 The road is no place for excuses (Advanced) (PDF | 174.2 KB)
- 2.2.2 The road is no place for excuses (Std, ES and EAL/D) (PDF | 139.96 KB)
- 2.5.1 Text as context (Advanced) (PDF | 151.66 KB)
- 2.6.1 Connotation and denotation (All students) (PDF | 102.73 KB)
- 2.10.1 Text as context (Std, ES, EAL/D) (PDF | 123.3 KB)
Section 4: Rhetoric
Understanding rhetoric is important for students in their analysis of acts of verbal and visual communication in various social and political contexts. Rhetorical analysis helps explain the ideas and arguments of texts, the strategies used for their effectiveness and how the relationship between the text and its context contributes to that effectiveness.
Through the exploration of the rhetorical triangle and analysis of argument through this framework, students are provided with information and activities that will support them in the achievement of outcomes:
Advanced course: EA11 - 1 and 3
and in their work on discourse and its attendant assumptions, outcomes
Advanced course: EA11- 7 and 8
For students in the Standard, English Studies and EAL/D courses, The Rhetoric of Persuasion underpins any persuasive writing students do and as such addresses the following outcomes:
Standard course: EN11- 2, 3, 4, 5 and 7
EAL/D course: EAL11-1B, 2, 3, 4, 7
English Studies course: ES11- 2, 5, 6, 7, 9
- 4.1.1 Rhetoric: Discourse (Advanced) (PDF | 108.83 KB)
- 4.1.2 Rhetoric: Persuasion (Advanced) (PDF | 210.38 KB)
- 4.1.3 Rhetoric: Ideas (Advanced) (PDF | 110.07 KB)
- 4.2.1 Audience behaviour (Std, ES and EAL/D) (PDF | 125.39 KB)
- 4.2.2 Language support cloze (English Studies, EAL/D) (PDF | 137.69 KB)
- 4.2.3 Target audience (Std, ES and EAL/D) (PDF | 118.58 KB)
- 4.2.4 Slogans (Std, ES and EAL/D) (PDF | 70.73 KB)
- 4.2.5 Audience appeal (Std, ES and EAL/D) (PDF | 170.26 KB)
- 4.2.6 Credibility of the composer (Std, ES and EAL/D) (PDF | 233.34 KB)
Section 5: Genre
Genre refers to a class or category of text which shares a particular form and function. Genres are features of conventional literary forms, such as the drama, science fiction and poetry, visual and multimodal forms including portraiture, abstract art or landscape and musical forms such as jazz, rock and classical compositions.
This section of the resource explores the features of genres. Advanced students extend their knowledge of genre beyond conventions to understand the nature of genre and questions of where the concept of genre applies. The genre section is particularly helpful in developing students’ skills through carefully scaffolded activities that can also provide some foundation for a multimodal assessment. Students are provided with information and activities that will support them in the achievement of outcomes:
- Standard course: EN11 - 1, 2 and 5
- Advanced course: EA11 - 1, 2 and 6
- EAL/D course: EAL11 - 1, 3 and 5
- English Studies course: ES11 - 1 and 8
- 5.1.1 Genre: Stories (Advanced students) (PDF | 89.5 KB)
- 5.1.2 Get your hand off it (Advanced) (PDF | 76.66 KB)
- 5.2.2 Genre: Hybrids and rhetorical function (Advanced) (PDF | 109.69 KB)
- 5.2.1 Genre: Conventions (Advanced) (PDF | 93.51 KB)
- 5.3.1 Types of genre (Advanced) (PDF | 102.27 KB)
- 5.3.2 Techniques for humour (Advanced) (PDF | 138.34 KB)
- 5.4.1 Types of genre (Std, ES and EAL/D) (PDF | 135.58 KB)
- 5.4.2 Get your hand off it (Std, ES and EAL/D) (PDF | 109.86 KB)
- 5.5.1 Calling the shots (Std, ES and EAL/D) (PDF | 575.12 KB)
- 5.6.1 Comedy genres (Std, ES and EAL/D) (PDF | 157.78 KB)
Last update: 12th March 2019