uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts
- Develop and apply contextual knowledge
- understand that effective organisation of ideas in imaginative, informative and persuasive texts enhances meaning
- understand that choice of vocabulary impacts on the effectiveness of texts
- Understand and apply knowledge of language forms and features
- understand that paragraphs are a key organisational feature of written texts (ACELA1479)
- understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement (ACELA1481)
- understand how to elaborate on ideas in texts through the use of prepositional phrases
- understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)
- understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493)
- identify and use grammatical features, eg pronouns, conjunctions and connectives, to accurately link ideas and information
- understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense (ACELA1482)
- experiment with punctuation to engage the reader and achieve purpose
- investigate how quoted (direct) and reported (indirect) speech work in different types of text (ACELA1494)
- use apostrophes for contractions
- identify a variety of connectives in texts to indicate time, to add information and to clarify understanding
- Understand and apply knowledge of vocabulary
- learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)
- experiment with vocabulary choices to engage the listener or reader
- compose a range of effective imaginative, informative and persuasive texts using language appropriate to purpose and audience
- use grammatical features to create complex sentences when composing texts
- experiment with figurative language when composing texts to engage an audience, eg similes, metaphors, idioms and personification
- incorporate new vocabulary from a range of sources into students' own texts including vocabulary encountered in research (ACELA1498)
ESL scales links to the English syllabus
The level on the ESL scales needed to achieve this English syllabus outcome is Writing level 5.
An EAL student at this stage of schooling may be assessed at a range of levels on the ESL scales Writing strand from Beginning level 1 to level 5. Teachers plan a learning pathway for EAL students using the ESL scales outcomes and pointers. Teachers assess EAL 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 students to achieve this English syllabus outcome the teaching focus and pathway of learning will be within the Language structures and features ESL scales strand organiser. See ESL scales outcomes B1.7, B2.7, B3.7, 1.11, 2.11, 3.11, 4.11, 5.11.
National Literacy Learning Progression links to this English outcome
When working towards achieving the outcome EN2-9B the sub-elements (and levels) of Speaking (SpK3–SpK6), Understanding texts (UnT6–UnT7), Creating texts (CrT6–CrT8), Grammar (GrA4–GrA6) and Punctuation (PuN6) describe observable behaviours that can assist teachers in making evidence-based decisions about student development and future learning.
The progression sub-elements and indicators can be viewed by accessing the National Literacy Learning Progression.