In this unit, Year 8, 9 and 10 students explore the concept of authority of and over media texts and investigate the role of the composer and responder in making meaning. They consider how authority may be constructed through the use of images and language and how perspective and collaboration influence the authority of a text.
Authority; English Concepts; Collaboration; Perspective.
AUTHORITY: WHAT IT IS: Authority refers to the role of the composer and responder and the degree to which these are privileged in making meaning. It is used and implied in the English syllabus in two different senses: authority over a text (‘author intent’) and the authority of the text.
The first sense, authority over a text, refers to who (including the student author) controls meaning in its composition and responses to it. However, authority is different from traditional notions of authorship or ‘the author’. The author of a text is not so much a person as a function that we ascribe to a text, producing one possible context for interpretation.
Authority also needs to take into account that many texts are collaborative efforts with contributions of teams of people who influence the final product – the writers, editors, illustrators, researchers, musicians, producers, curators, technicians and publishers - whose ideas and technical needs shape the work. A further level of authority resides with the institution that commissions and accredits the text, often shaping the message to its institutional requirements. The digital world allows for distributed authority through the joint construction of knowledge and opinion, for example Wikipedia, trending on Twitter, Likes in Facebook and the number of views on Youtube.
Authority also needs to acknowledge the role of the responder who brings his or her own ideas and experiences to bear on its meaning and who may accept or reject premises of the text. In this way, authority is always in a state of negotiation between composer(s) and responders.
In its second sense, authority of a text, it refers to how trustworthy the text appears to be, to what extent it can be taken as an authority on its subject matter. The authority of a text is often determined by its appropriate style, its reference to accepted experts and its context of publication.
WHY IT IS IMPORTANT: Understanding how authority operates leads students to become constructive and critical thinkers in the ways they make meaning in and through texts. Authority begins with the authority of the classroom where texts are explored and negotiated according to a set of expectations, conventions and processes. Accepting that authority does not wholly reside with an author figure invites students to investigate the many personal, cultural, institutional and technical influences that shape meaning, so providing avenues through which meaning may be questioned and made with some accuracy. Knowing how to test the authority of a text and the reliability of its content enables students to make judgements about its validity and truth.
Years 9-10 (STAGE 5)
Students understand how authority may be constructed, confirmed or challenged. They learn that
Years 7-8 (STAGE 4)
Students understand that a sense of authority may be constructed and that it resides, in varying degrees, with composers and responders. They learn that:
Achievement Standards
Year 8
Receptive modes (listening, reading and viewing) By the end of Year 8, students understand how the selection of text structures is influenced by the selection of language mode and how this varies for different purposes and audiences. Students explain how language features, images and vocabulary are used to represent different ideas and issues in texts. Students interpret texts, questioning the reliability of sources of ideas and information. They select evidence from the text to show how events, situations and people can be represented from different viewpoints. They listen for and identify different emphases in texts, using that understanding to elaborate on discussions.
Productive modes (speaking, writing and creating) Students understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of language choices they make to influence the audience. Through combining ideas, images and language features from other texts, students show how ideas can be expressed in new ways. Students create texts for different purposes, selecting language to influence audience response. They make presentations and contribute actively to class and group discussions, using language patterns for effect. When creating and editing texts to create specific effects, they take into account intended purposes and the needs and interests of audiences. They demonstrate understanding of grammar, select vocabulary for effect and use accurate spelling and punctuation.
Year 9
Receptive modes (listening, reading and viewing) By the end of Year 9, students analyse the ways that text structures can be manipulated for effect. They analyse and explain how images, vocabulary choices and language features distinguish the work of individual authors. They evaluate and integrate ideas and information from texts to form their own interpretations. They select evidence from texts to analyse and explain how language choices and conventions are used to influence an audience. They listen for ways texts position an audience.
Productive modes (speaking, writing and creating) Students understand how to use a variety of language features to create different levels of meaning. They understand how interpretations can vary by comparing their responses to texts to the responses of others. In creating texts, students demonstrate how manipulating language features and images can create innovative texts. Students create texts that respond to issues, interpreting and integrating ideas from other texts. They make presentations and contribute actively to class and group discussions, comparing and evaluating responses to ideas and issues. They edit for effect, selecting vocabulary and grammar that contribute to the precision and persuasiveness of texts and using accurate spelling and punctuation.
Year 10
Receptive modes (listening, reading and viewing) By the end of Year 10, students evaluate how text structures can be used in innovative ways by different authors. They explain how the choice of language features, images and vocabulary contributes to the development of individual style. They develop and justify their own interpretations of texts. They evaluate other interpretations, analysing the evidence used to support them. They listen for ways features within texts can be manipulated to achieve particular effects.
Productive modes (speaking, writing and creating) Students show how the selection of language features can achieve precision and stylistic effect. They explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. They develop their own style by experimenting with language features, stylistic devices, text structures and images. Students create a wide range of texts to articulate complex ideas. They make presentations and contribute actively to class and group discussions, building on others' ideas, solving problems, justifying opinions and developing and expanding arguments. They demonstrate understanding of grammar, vary vocabulary choices for impact, and accurately use spelling and punctuation when creating and editing texts.
Learning Intention: To give authority to your opinions by providing reasons.
Success Criteria:
Who has more authority and why?
Authority in a text makes it more believable and reliable. In your opinion, who has more authority on the following issues and why?
Comment: In the comment box below, explain your opinions about which person has more authority on 1 - 3 issues. Give reasons for your opinion.
Then read other students' comments and comment on 1 - 3. Try to make sure that everyone has a comment on their comment.
Possible Comment Starters:
Remember to always be respectful when you disagree!
Overview of Learning Module
Purpose:
This update aims to engage students in the unit through them exploring issues in their lifeworlds. The activity is designed to be easily achievable as students become acquainted with using technology, particularly for the students using CGScholar for the first time. They are also contributing their opinions to the class learning community and collaborating through commenting on each other's comments.
Logging into Scholar:
Students log into cgscholar.com to set up their accounts. Their school email address is their login and the generic password is MSHS4321. They can change this later in the Admin Tools.
They then set up their profiles and accept the invitation in "Notifications" to the community. Encourage students to add avatars to their personal profiles. This is a way of establishing belonging to the learning community. In the synchronous session, you could emphasise the importance of avatars that are respectful, and are not violent, racist, sexist or might offend others in our learning community. In this way, we can make sure everyone is safe in our learning community.
Also, our learning community is a closed community, only students who the teachers/admins invite can join.
Teaching Tips:
To promote equity, encourage students to make sure everyone receives at least one comment on their comment. It is not a popularity contest; it is a learning environment.
To keep the discussion going, add comments too. This will also provide models for respectful comment
Learning Intention: To understand authority in images.
Success Criteria:
Here are 4 images which explore the same perspective. This perspective is against human-induced global warming.
Comment: In the comment box below, explain which text has the most authority for you and explain why. Authority in what makes it believable and reliable. (Year 8-9).
Comment: In the comment box below, rank the images 1 - 4 with 1 being the most authoritative and 4 being the least authoritative. Explain your ranking with reasons. (Year 9-10)
Purpose:
In this activity, students are exposed to more ideas about authority in images. Subtly, it is developing their understanding of the authority of a text. Their explanations with reasons are essential in that they will see that providing reasons can make their opinions more authoritative too.
Teaching Tips:
There are 2 levels of comments - one for years 8 - 9 and one for years 9 - 10. After posting the update to the community, edit it by deleting one of the comments.
Learning Intention: To understand how authority can be shown in images.
Success Criteria:
Finding Images and Topics
Find 2 - 4 images. They can express the same perspective on an issue or different/opposing perspectives. Your images could be about one of the following topics or any topic that you are interested in:
| social distancing | climate change/environmental issues | body image, health or fitness |
| screen time | Aboriginal & Torres Strait Islander rights and culture | civil liberties, including freedom |
| violence in sport | how social media connects people | cyberbullying/bullying |
| drugs in sport | online learning and collaboration | the role of leaders in a crisis |
| funding for the arts | collaborating through online gaming | youth and homelessness |
| homework | surviving/thriving in a pandemic | economy vs health |
Explain which image is most authoritative and how authority is created in each image. It could be with statistics, information, facts, evidence, reasons, citing an authority, or appealing to emotions.
After posting your update look at other students' updates and comment on 1 - 3. Try to make sure that all students have some comments on their updates.
Creating an Update in Community
Go to the drop-down menu above our community avatar (left column).
Select "Updates".
In the Activity Stream (middle column), you will then see "Add an update".
Type in your title and the box with all the tools to add images, audio, videos etc will come up.
Resize your image before you add it to the update as there are no resizing tools in CGScholar.
Possible Comment Starters:
Purpose:
In this activity, students are active knowledge makers, curating and adding information and knowledge to our learning community. Their ranking and explanation are essential; it allows the students to make the connections between the image and their understanding of the authority of texts.
Teaching Tips:
Students will need to create an update to share their image/s. They need to develop the skill of creating updates for the rest of the unit as we want students to be active knowledge makers. The update is added to the activity stream, and students comment on 1-3 other students' posts.
A common error is for students to post their update to the activity stream in their personal profiles rather than the community activity stream.
Students may need help brainstorming ways to find an image/s to post. Encourage them to use resources around them other than Google (mum, dad, grandparents could be great resources for some of the images - a good way to bring home-schooling in and make them the experts!).
Learning Intention: To reflect on how authority is created in texts.
Success Criteria:
So far, you have learnt a lot about authority in texts. Think about the following questions:
Comment: In the comment box, share some of your thoughts about the questions in our online collaborative classroom discussion. You can choose 1 - 3 questions to reflect on in your comment. After adding your comment, read through the comments of other students and then comment on 1 - 3. Try to make sure every student has a comment on their comment.
Possible Comment Starters:
Purpose:
This update draws together the focus of the learning in part 1 through a metacognitive comment that links to the English Textual Concept of authority.
Teaching Tips:
The teacher should continue to model best practice in commenting, praising the students who are participating correctly.
Learning Intention: To explain why certain texts are more authoritative than others.
Success Criteria:
You've looked at authority in images. Now think about how some of those principles apply in written texts. Read the three texts "Plastic straws suck", "Ban plastic straws" and "A single piece of plastic can kill".
After reading, complete the survey where you will be required to record examples of how each text adds and/or detracts authority.
Text 1: Detracts Authority: E.g. informal language “I reckon”.
Text 2: Adds Authority: E.g. statistical evidence “Over five hundred million plastic drinking straws are used in the world every day”.
Comment: In the comment box, share some of your thoughts about which text has the most and least authority. Use evidence and examples to support your opinion. After adding your comment, read through the comments of other students and then comment on 1 - 3. Try to make sure every student has a comment on their comment.
Possible Comment Starters:
Purpose:
This stage introduces students to how language features, citations and evidence can add authority to a written text.
Teaching Tips:
Learning Intention: To explain why certain texts are more authoritative than others.
Success Criteria:
You've looked at authority in images. Now think about how some of those principles apply in written texts. Read the two texts "Plastic straws suck" and "Ban plastic straws".
After reading, complete the survey where you will be required to record examples of how each text adds and/or detracts authority.
Text 1: E.g. informal language “I reckon”
Text 2: Adds Authority. statistical evidence “Over five hundred million plastic drinking straws are used in the world every day”
Comment: In the comment box, share some of your thoughts about which text has the most and least authority. Use evidence and examples to support your opinion. After adding your comment, read through the comments of other students and then comment on 1 - 3. Try to make sure every student has a comment on their comment.
Possible Comment Starters:
Purpose:
This stage introduces students to how language features, citations and evidence can add authority to a written text.
Teaching Tips:
To scaffold this task, students could start by listing the similarities and differences between the texts and then discussing the effect of these on the reliability or credibility of the source.
The table can be completed through Google classroom. Note the different text options for year 8, 9 and 10. Students submit and checked off. This is not a task to be graded.
View suggested answers here.
Learning Intention: To identify language structures that are used to create a sense of authority.
Success Criteria:
CITATIONS
A sense of authority may be constructed and strengthened through the use of certain language features, including the use of evidence, examples and citations. In-text citations are used to tell the responder the source of any information or ideas that do not belong to the creator. There are a number of different citation styles that are used to acknowledge sources in writing and, including at least the name and date.
For example: "The never-ending surge of plastic into the world's oceans is taking an increasing toll on iconic marine species" (McGrath, 2018)
For more information about in-text citations, watch the video below:
Authority can also be constructed by using scientific or expert vocabulary which excludes or include groups of responders.
Comment: What is one new thing that you learnt in this activity about creating authority in texts?
After adding your comment, read through the comments of other students and then comment on 1 - 3. Try to make sure every student has a comment on their comment.
Possible Comment Starters:
Purpose:
This activity requires students to identify and analyse how specific language features add authority to a text. The skills practised in this task are also relevant to the final assessment task.
Teaching Tips:
Students complete the table through a Scholar survey. Students working in Google Classroom complete the table by ticking the features evident in each text and then add an example from at least one. Students may like to provide more than one example, particularly if they're presented slightly differently.
View suggested answers here
Learning Intention: To identify language structures that are used to create a sense of authority.
Success Criteria:
CITATIONS
A sense of authority may be constructed and strengthened through the use of certain language features, including the use of evidence, examples and citations. In-text citations are used to tell the responder the source of any information or ideas that do not belong to the creator. There are a number of different citation styles that are used to acknowledge sources in writing and, including at least the name and date.
For example: "The never-ending surge of plastic into the world's oceans is taking an increasing toll on iconic marine species" (McGrath, 2018).
For more information about in-text citations, watch the video below:
Authority can also be constructed by using scientific or expert vocabulary which excludes or include groups of responders.
Comment: What is one new thing that you learnt in this activity about creating authority in texts?
After adding your comment, read through the comments of other students and then comment on 1 - 3. Try to make sure every student has a comment on their comment.
Possible Comment Starters:
Purpose:
This activity requires students to identify and analyse how specific language features add authority to a text. The skills practised in this task are also relevant to the final assessment task.
Teaching Tips:
Students complete the table through a Scholar survey. Students working in Google Classroom complete the table by ticking the features evident in each text and then add an example from at least one. Students may like to provide more than one example, particularly if they're presented slightly differently.
Suggested answers are here.
Learning Intention: To create a written text that includes language features of authority.
Success Criteria:
You have just identified and analysed how certain language features can add authority to texts.In this task, you will practise applying these features to your writing to add authority to your thoughts on the topic you have chosen.
| social distancing | climate change/environmental issues | body image, health or fitness |
| screen time | Aboriginal rights and culture | civil liberties, e.g. freedom, phone tracking etc |
| violence in sport | how social media connects people | cyberbullying/bullying |
| drugs in sport | online learning and collaboration | the role of leaders in a crisis |
| funding for the arts | collaborating through online gaming | youth and homelessness |
| homework | surviving/thriving in a pandemic | economy vs health |
Comment: Read over the paragraphs posted by other students. Then comment on 1 - 3 by identifying any ways in which the text appears more believable or authoritative. Use examples and evidence to support your opinion.
After adding your comment, read through the comments of other students and then comment on 1 - 2. Try to make sure every student has a comment on their comment.
Possible Comment Starter:
Purpose:
Students apply a range of language techniques in the creation of their own text in order to develop a deep understanding of how authority can be created in written texts.
Teaching Tips:
Learning intention: To summarise your understanding of how authority can be created in written texts.
Success criteria
So far, you have looked at how texts have more authority (on its subject matter) with the use of appropriate language features, citations and evidence. You have also practised using some of these yourself to add authority to your thoughts on a topic.
Comment: What have you learned about authority in texts? How can language features be used to create authority? Then comment on 1 - 3 comments of other students.
Purpose:
Students reflect on how language can be used to create authority in written texts. This stage is to check student understanding before they consider the role of authority between the creator and responder.
Teaching tips:
Note that there are different levels of comments in the reflection activities to reflect the concept progression of year 8 to years 9 and 10. After posting the update to the community, the content can be edited to suit the particular group. This will not change the learning module.
Learning Intention: To understand how collaboration can enhance the authority of a text.
Success Criteria:
Comment: In the comment box describe what you think the article would be like if the dog and cat worked together to make just one article. Would this new article that was written by both the dog and the cat have more authority or less authority? Explain your answer. Read through the responses, respond to 1 - 3 responses.
Possible Comment Starters:
Purpose:
The following learning activities in part three are about developing students' understanding of collaboration and how authority is developed or not developed.
Teaching Tips:
Students complete comprehension questions through a survey to demonstrate their understanding of the text, while the final comment presents a more analytical understanding of collaboration to develop authority.
Extension Comment:
Discuss what would happen if either of them was the editor (boss) and the other was the journalist. For example if the dog was the editor and the cat was the journalist?
Learning Intention: To understand how different text types often involve different levels of collaboration.
Success Criteria:
Using the Google Slide provide move the text types along the line, arranging them from the least to most people involved in creating them.
On the next slide, think of all the text types presenting on the topic of "The Moon Landing". Arrange them from least to most authoritative.
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Compare your own answers. Think about the following questions:
Comment: Explain some of your thoughts and ideas about the questions. You don't have to cover them all. Read through the responses. Then respond to 1 - 3 responses.
Possible Comment Starters:
Purpose:
This activity develops students' understanding that:
Teaching Tips:
Students can hand in their arrangement on Google classroom. This is not an assessment task; it just allows the teacher to see the students' thinking.
Learning Intention: To compare two different approaches of creating authority in a text.
Success Criteria:
Watch the following video, this will help support you to skim and scan the following texts.
Skim and scan the following two articles:
Article 1 - The Encyclopedia Britannica
Authority in Collaborative Texts
| Subject Matter | Wikipedia |
If yes, provide example from text |
Encyclopedia |
If yes, provide example from text |
|---|---|---|---|---|
|
Facts and information |
Yes/No |
Yes/No |
||
| Statistics | Yes/No | Yes/No | ||
| Links to other information | Yes/No | Yes/No | ||
| Expert/Scientific or Eye Witness Quotation | Yes/No | Yes/No | ||
| Citation | Yes/No | Yes/No | ||
| Acknowledgement of Authors | Yes/No | Yes/No | ||
| Date | Yes/No | Yes/No | ||
|
Language Features |
Wikipedia | If yes, provide example from text | Encyclopedia | If yes, provide example from text |
| Formal language vs Informal language/slang | Yes/No | Yes/No | ||
| Academic/Scientific Vocabulary | Yes/No | Yes/No | ||
| Accurate spelling and punctuation | Yes/No | Yes/No | ||
| Multimedia | Wikipedia | If yes, provide example from text | Encyclopedia | If yes, provide example from text |
| Multimedia (video, audio or images) | Yes/No | Yes/No | ||
| Captions | Yes/No | Yes/No | ||
Think about these questions:
Comment: In your opinion, which article has more authority and why? Explain your answer. Read through the responses, respond to 1 - 3 responses.
Possible Comment Starters:
Purpose:
This activity further reinforces the way authority through collaboration can be powerful.
Teaching Tips:
Some students may need more support in understanding how Wikipedia works.
encyclopedia (n.)
1530s, "general course of instruction," from Modern Latin encyclopaedia (c. 1500), thought to be a false reading by Latin authors of Greek enkyklios paideia taken as "general education," but literally "training in a circle," i.e. the "circle" of arts and sciences, the essentials of a liberal education; from enkyklios "circular," also "general" (from en "in;" see in + kyklos "circle;" from PIE root *kwel- (1) "revolve, move round") + paideia "education, child-rearing," from pais (genitive paidos) "child" (see pedo-).
Learning intention: To summarise your understanding of how collaboration is used to bring a sense of authority to a text.
Success Criteria:
Create an update and respond to the following questions:
Comment: After posting your update, look at other students' updates and comment on 1 - 3. Try to make sure that all students have some comments on their updates.
Possible Comment Starters:
Purpose:
Students reflect on what they've learnt about how collaboration is used to develop a sense of authority and deepening their understandong of the concept of authority.
Teaching Tips:
Student have written many comments, this task is about developing their paragraph writing. Ensure they are trying to write 5 - 8 sentences in their update.
Learning intention: To understand how there are different levels of authority with respect to the composer and responder.
Success Criteria:
In a self-directed Pear Deck you will be asked to agree or disagree with the statements.
Comment: In the comment box below, share which statement you agreed with the most or disagreed with the most. Explain why you agreed or disagreed with it. Read other students' responses and respond to 1 - 3 students.
Possible Comment Starters
Purpose:
Students engage with a variety of statements that challenge the idea of authority between the composer and responder.
Teaching tips:
To support students thinking use the self-paced Pear Deck to provide them with a mode to respond. The Pear Deck allows the students to formulate and share their thinking with the teacher. Students are emailed an individual copy of their responses, and the teacher can see an overview of the reflections from each student. Some classes may need the definition of composer and responder clearly explained.
Credit:
Full credit goes to Luke Bartolo, who has provided the statements and ideas for Part 4.
Bartolo, L. (2020, February 15). Authors and Authority. The Amber of the Moment. http://lukebartolo.blogspot.com/search/label/Authority
Learning intention: To understand that texts have different levels of authority with respect to the composer and responder.
Success Criteria:
A 6-year-old created the following image and story. She has told the story to an adult who has written the text. Look at the picture and read the story. When looking at the text, think about the meanings that can be interpreted by the responders. Who has authority on what a text means?
Consider the following questions:
Consider the different interpretations available. As you complete the table, you must think about the composer's intent/what meaning the composer is presenting as well as your interpretation. You can pick two other views to respond from:
| Creator's intent: | Your interpretation: |
| Pick one | Pick one |
During the online session with your teacher, you'll share your thoughts and ideas, both orally and in the chat function.
Comment: In the comment box below, share one of the interpretations. Then read other students' comments and comment on 1 - 3. Try to make sure that everyone has a comment on their comment.
Possible Comment Starters:
Purpose:
Students engage with a text written by a child that offers multiple points of view. The text can be viewed as an authentic example of the unreliable narrator, a storyteller who is unwilling or unable to relate to the reality of the events around them. When we consider authority, we think about the role of the composer (author, illustrator etc.) and the responder. The authors intent does not need to be the same as the responder brings their ideas and experiences. The point here is that students are to consider separate ways of reading the text, with the ultimate goal being to disrupt or challenge the concept of the author having the final authority over the meaning of the text.
Teaching Tips:
During the live session, use a variety of formative assessment tasks to support students to share. Students should have looked at the image and prompts before the lesson. Use paddle pop sticks or a random name generator to call upon students to share their ideas. Other students can add their ideas through the chat function in the Google Meet.
The table will be completed through Google classroom; this is not an assessment task but rather a tool to help scaffold their learning.
Learning Intention: To share how both the responder and composer have authority in a text
Success Criteria:
Find a text that you think composers and responders have different interpretations of. You can use texts you've studied in class (e.g. Shakespeare) or texts you find each day in your life (social media, TikTok).
Create an update sharing your text with the class. Alongside the text explain the different meanings that the author and composer might have of the text. Try and address the following:
Comment: After posting your update, look at other students' updates and comment on 1 - 3. Try to make sure that all students have some comments on their updates. Even if you don't choose to complete this task, it is recommended that you still respond to any students who have.
Possible Comment Starters:
Purpose:
This optional activity allows students to share texts that demonstrate the learning they've done previously. Students need to reflect on the different interpretations and linking this back to the concept of both composers and responders having authority over the meaning of a text.
Teaching Tips:
Even though this task is optional, links can be made back to texts students have studied and the different interpretations. E.g. students in year 9 studied 'Taming of the Shrew' in year 8 and looked at the different way people in Elizabethan England interpreted the text to how we understand it today. These different interpretations are both valid; however, today's readings would not be what the composer had predicted.
Learning Intention: To reflect on how authority is valid as both the composer and responder.
Success Criteria:
You've learnt a lot about authority this term. The past week you've looked at how authority exists in different interpretations. Consider the following questions:
Comment: In the comment box, share some of your thoughts about the statements and questions in our online collaborative classroom discussion. You can choose 1 - 3 questions to reflect on in your comment. After adding your comment, read through the comments of other students and then comment on 1-3. Try to make sure every student has a comment on their comment.
Possible Comment Starters:
Purpose:
This update draws together the focus of the learning in part 4 through a metacognitive comment that links to the English Textual Concept of authority.
Teaching Tips:
Redo the Pear Deck from 4a. and have students share their ideas.
Learning Intention: To understand that we all make meaning of a text in different ways.
Success Criteria
People respond to this painting that is exhibited at the National Portrait Gallery in many different ways. What stands out to you? What do you think the painting is about? What does it remind you of - a person, place. issue or event? What connections do you make to your own life or experiences?
Comment: Share some or all of your thinking about the painting. Then comment on 1-3 comments of other students about how they interpreted the painting. Be respectful as all opinions are valid.
Possible Comment Starters:
Purpose:
This update introduces the concept of authority over a text by a responder. With many different responses or interpretations possible, students will see that the responders' interpretations are valid.
Teaching Tips:
Students may or may not know who Dr Brown is. That is okay and will lead to more varied interpretations.
Link to painting: Dr Brown and Green Old Time Waltz by Harold Thornton (1983)
Learning Intention: To understand that responses and interpretations of texts may vary and may have more or less authority.
Success Criteria:
This painting is exhibited at the National Portrait Gallery. Bob Brown is an environmental activist and former leader of the Greens political party. Read/view more about the painting in at least one of the following texts. You can view/read them all!
Text 1: DR BROWN AND GREEN OLD TIME WALTZ, 1983, Harold Thornton: Background information about the painting, National Portrait Gallery Magazine.
Text 2: Or you can read the video transcript.
Text 3: Analysis of the painting: Where the Wild Things Are by Michael Desmond, 1 December 2009, National Portrait Gallery Magazine.
Think about the following questions:
Comment: Share some of your ideas about the 3 questions. Then read other students' responses and comment on 1 - 3, explaining why you agree or disagree.
Sentence Starters for Comments:
Purpose:
Through finding out more information about the painting, students can compare and contrast their own interpretations of the painting. In so doing, they discover that all responses are valid but the creator's explanation or in the case of this painting, the subject matter's explanation may be more authoritative.
Teaching Tips:
Learning Intention: To understand the differences between mass media and social media.
Success Criteria
Mass Media and Social Media
The difference between mass media and social media is about the relationship between the composer of the work and the responder of the work.
In mass media, people are responders. Examples are ABC news and The Guardian.
In social media, people are both composers and responders. They are able to create, collaborate and communicate. Examples are Facebook and Youtube.
Comment: List 5 - 7 of your favourite social media platforms. Then list 3 - 5 mass media platforms. From your personal experience with digital platforms, provide and explain an example that demonstrates how you have used a social media platform. How do you know it was a social media platform, not a mass media platform? Then read other students' comments and comment on 1 - 3.
add image
Purpose:
Digital media challenges the traditional notions of authority.
Teaching Tips:
Students can create an update if they wish to post a visual of their social media post.
Learning Intention: To understand the diversity of social media platforms and how authority functions differently in each.
Success Criteria:
| Media Platform | What type of content? | For what purpose do people use this platform? | How much information do users usually share about themselves (1-5)? | How authentic (honest) do you think people are on this platform (1-5)? | On what topics do you think this platform has the most authority on? |
|---|---|---|---|---|---|
|
1 - Users are always completely anonymous 2 - Users can be anonymous, or they can be linked to their real-life persona. 3 - Users are not anonymous, but limited personal information is shared 4 - Users are identified and share information about themselves 5 - Users share as much information about themselves as they can. |
1 - Users never express how they really feel; they act “fake” on this platform. 2 - Users sometimes reveal true things about what they think; however people are usually trying to present a better version of themselves 3 - Users reveal true thoughts; however, online reputation is very important. 4 - Users care less about online reputation and are happy, to be honest 5 - Users are completely honest. |
||||
| TikTok | |||||
| Wikipedia | |||||
Comment: Share one thing that you have learnt about social media platforms, one thing that you already knew and one thing that you found interesting. Then read other students' comments and comment on 1-3.
Purpose:
This task allows students to evaluate and compare the differences between media platforms.
Teaching Tips:
Students complete the task on Google Classroom in a google document.
Learning Intention: To start my peer reviewed project.
Success Criteria:
Look back at the images and paragraph you wrote about in 1c. You can use these in your assignment, or you can choose an entirely new topic from the table.
| social distancing | climate change/environmental issues | body image, health or fitness |
| screen time | Aboriginal and Torres Strait Islander rights and culture |
civil liberties, freedom, phone tracking etc |
| violence in sport | how social media connects people | cyberbullying/bullying |
| drugs in sport | online learning and collaboration | the role of leaders in a crisis |
| funding for the arts | collaborating through online gaming | youth and homelessness |
| homework | surviving/thriving in a pandemic | economy vs health |
Assignment:
Create a written text about one of the topics. Your aim is to make it as authoritative as possible. Include subject matter and language features to give it more authority. Write 400-700 words. Write in your own words - do not plagiarise by cutting and pasting from another source.
Add visuals (images, videos) that increase the text's authority by adding more information.
Rationale: At the end, add a paragraph where you discuss two digital platforms where you could post your text. Explain which one you think would be the most authoritative. Write 80-150 words.
Comment: Do you have any questions about how CGScholar works? Comment on this update. If you think you have an answer to another student's question, please answer it. In this way, we will be collaborating and learning from each other.
Purpose:
In this update students start their major summative task to demonstrate what they have learnt in the unit.
Teaching Tips:
The assignment can be started earlier than in the sequence so students are thinking about the task and starting to work towards it.
Scholar does not do a word count (Yet!) so students will have to estimate their word count.
Some students will prefer to work on another platform and then copy their work into Scholar. If they do this (and they can), they will lose formatting when they cut and paste it. Also, the revisions they make will not be evident in their Analytics.
Also, by working in Scholar, they can continue to refer to the rubric.
Learning Intention: To give and receive feedback and revise my work for publication.
Success Criteria:
For more information, see Offering Feedback in the "Get Support" tutorials.
The next stage of the writing process is to revise your work.
You can also give feedback to your reviewer and write a self-review, explaining how you have taken on board the feedback you received.
Comment: Do you have any more questions about CGScholar at this stage? Comment on this update. If you think you have an answer to another student's question, please answer it.
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Purpose:
The peer-review process of giving and receiving feedback and submitting a revision for publication increases students' understanding of authority of and over texts.
Teaching Tips:
Assign extra reviews for students who would like to increase the score in their analytics.
There are 3 types of feedback such as critical, cheerleader and constructive feedback. In the synchronous sessions, encourage students to focus on constructive feedback that provides ideas for how to improve the work.
Assign extra reviews to students who have not received constructive feedback from their peers.
Revision Phase - this focuses on how to use the feedback students receive to improve their writing and includes writing a self-review. Many students go through the peer review process and then do not revise their work. Writing a self-review in which they explain how they have/have not used their feedback is important to develop students' metacognition further. It will also increase their score in the Analytics.
Learning Intention: To reflect on what I have learnt in this unit.
Success Criteria:
Now that you are nearing the completion of our unit on authority "of" and "over" texts, you will see that other students' assignments are being published to our community. Read 1-3 of them and comment. In your comment, provide positive feedback on what the student has achieved. Try to make sure that every student gets at least one comment.
Comment: Think back over the term and what you have achieved. Comment on: What was your favourite activity? What activity was most important for your learning? What was the most challenging activity? If you could pass on one thing that you learnt, what would you say?
Then comment on the comments of 1-3 other students, explaining how you agree or disagree with them.
Purpose:
This activity draws together the main things students have learnt about authority of and over texts in the learning module.
Teaching Tips:
Encourage students to read other students' published works and to comment to develop their metacognition about authority.
Images
Title: Pointed Finger (Source); Fig 1a. Citation Cartoon (Source); Fig 1b. Poster (Source); Black and White Image (Source); Polar bear (Source); Hot air balloon (Source); Fig. 1c. Lincoln (Source); Fig 1d. Migrant mother with children (Source); Fig 2a. Straws (Source); 2d. Words have power (Source); Fig 3a. Newspaper article (Jordan Windley); Fig 4a. Pear Deck (Source); Fig 4b. Child's story (Emmeline O'Rourke); Fig 4d. Viewers (Source); 5a: Dr Brown and Green Old Time Waltz by Harold Thornton (1983), National Portrait Gallery (Source); 5b: Bob Brown video (Source); 7a: FAQ (Source); 7b: Feedback (Source); 8: Reflection (Source).
Activities
Bartolo, L. (2020, February 15). Authors and Authority. The Amber of the Moment.