uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies
- Develop and apply contextual knowledge
- understand that language is structured to create meaning according to audience, purpose and context
- understand that choices in grammar, punctuation and vocabulary contribute to the effectiveness of texts
- Understand and apply knowledge of language forms and features
- identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts (ACELT1615)
- understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause (ACELA1507)
- experiment using a range of language features, eg connectives, topic sentences, active and passive voice and nominalisation
- understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea (ACELA1508)
- understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523)
- show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698)
- identify a variety of connectives in texts to indicate time, add information, clarify understanding, show cause and effect and indicate condition/concession
- use complex punctuation to engage the reader and achieve purpose
- understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506)
- understand the uses of commas to separate clauses (ACELA1521)
- Understand and apply knowledge of vocabulary
- understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512)
- investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525)
- select some more challenging language features, literary devices (eg irony, humour) and grammatical features (eg modality) to engage and influence an audience
- experiment with different types of sentences, eg short sentences to build tension and complex sentences to add detail
- use topic sentences and appropriately organise main (independent) and subordinate (dependent) ideas to enhance coherence in written texts
- select appropriate language for a purpose, eg descriptive, persuasive, technical, evaluative, emotive and colloquial, when composing texts
- use grammatical features, eg pronouns, conjunctions and connectives, to accurately link ideas and information to ensure meaning when composing texts
ESL scales links to the English syllabus
The level on the ESL scales needed to achieve this English syllabus outcome is Writing level 6/7.
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 6/7. 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, 6.11, 7.11.
National Literacy Learning Progression links to this English outcome
When working towards achieving the outcome EN3-6B the sub-elements (and levels) of Speaking (SpK6–SpK8), Understanding texts (UnT7–UnT9), Creating texts (CrT9–CrT10), Grammar (GrA6) and Punctuation (PuN5–PuN7) 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.