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NSW Syllabuses

English Standard Stage 6 - Year 11 - Objective B Outcome 3


A student:

  • EN11-3

    analyses and uses language forms, features and structures of texts, considers appropriateness for purpose, audience and context and explains effects on meaning

Related Life Skills outcome: ENLS6-7


  • Students:
  • Engage personally with texts
  • engage with increasingly complex texts to understand and appreciate the power of language in shaping meaning cc
  • Develop and apply contextual knowledge
  • analyse how language choices are made for different purposes and in different contexts using appropriate metalanguage; for example personification, voice-over, flashback and salience (ACEEN002) cct
  • use appropriate form, content, style and tone for different purposes and audiences in real and imagined contexts (ACEEN011) cct
  • appreciate the use of Standard Australian English for a variety of purposes, audiences and contexts cc
  • understand and respect that Aboriginal language dialects and Aboriginal English are expressions of cultural heritage and identity ahccc
  • explore the ways text structures, language features and stylistic choices are used in different types of texts (ACEEN005)
  • use accurate spelling, punctuation, syntax and metalanguage (ACEEN017) we
  • refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences
  • analyse and assess the interplay between imaginative, persuasive and interpretive techniques; for example how anecdotes are used in speeches to amuse, inform or influence, or the use of characterisation in advertising (ACEEN030) cct
  • Respond to and compose texts
  • understand and explain how language forms, features and structures are effectively integrated in a range of quality literature and other texts
  • use stylistic features to craft and communicate points of view (ACELR013) psc
  • use language forms, features and structures to shape meaning, influence responses and achieve particular effects se
  • create cohesion in texts by strengthening the internal structure of paragraphs through the use of examples, quotations and substantiation of claims

The course objectives express the knowledge, skills and understandings that are demonstrated through the outcomes and content. These are applied within the context of the modules.

ESL Scales

The levels on the ESL scales needed to achieve this English syllabus outcome are Writing level 7, Reading and Responding level 7 and Oral Interaction level 8.

An EAL/D student at this stage of schooling may be assessed at a range of levels on the ESL scales Writing and Reading and Responding strands from Beginning level 1 to level 7 and Oral Interaction strand from level 1 to level 8. Teachers plan a learning pathway for EAL/D students using the ESL scales outcomes and pointers. Teachers assess EAL/D students' current level of English on the ESL scales then plan teaching and learning activities to scaffold learning for students working towards the achievement of English syllabus outcomes.

For EAL/D students to achieve this English syllabus outcome the teaching focus and pathway of learning will be mainly within the Language and cultural understanding and Language structures and features ESL scales strand organisers. See ESL scales outcomes for Oral Interaction: 5.2, 6.2, 7.2, 8.2; Reading and Responding: 4.6, 5.6, 5.7, 6.6, 6.7, 7.6, 7.7; Writing: 4.10, 5.10, 5.11, 6.10, 6.11, 7.10, 7.11.