thinks imaginatively, creatively, interpretively and analytically to respond to and compose texts that include considered and detailed information, ideas and arguments
Related Life Skills outcomes: ENLS6-7, ENLS6-8
- Engage personally with texts
- investigate a wide range of texts, including those by and about Aboriginal and/or Torres Strait Islander People(s), in order to think broadly, deeply and flexibly in imaginative, creative, interpretive and analytical ways
- investigate and reflect on the difference between initial personal response and more studied and complex response (ACELR003)
- Develop and apply contextual knowledge
- understand how the contexts of composers (authors, poets, playwrights, directors, designers and so on) and responders influence their perspectives and ideas
- Understand and apply knowledge of language forms and features
- understand and appreciate how different language forms, features and structures can be used to represent different ways of thinking
- understand the effect of nominalisation in the writing of critical and creative texts
- analyse how vocabulary, idiom and rhetoric are used for different purposes and contexts (ACEEN006)
- explore the effects of figurative and rhetorical devices, for example emphasis, emotive language, metaphor and imagery in the construction of argument (ACEEN025)
- Respond to and compose texts
- select, interpret and draw conclusions about information and ideas in texts
- use evaluative language, including emotive language and modality for particular purposes and effects.
- make connections between information and ideas and synthesise these in a range of critical and creative texts
- compose critical and creative texts that explore increasingly complex ideas
- compose logical, ordered and cohesive texts that build effective arguments in response to the ideas generated through texts.
- select and apply appropriate textual evidence to support arguments (ACEEN035)
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.
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 Communication and Language and cultural understanding ESL scales strand organisers. See ESL scales outcomes for Oral Interaction: 5.1, 6.1, 7.1, 8.1; Reading and Responding: 4.5, 4.6, 5.5, 5.6, 6.5, 6.6, 7.5, 7.6; Writing: 4.9, 4.10, 5.9, 5.10, 6.9, 6.10, 7.9, 7.10.