selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts, describing and explaining their effects on meaning
Related Life Skills outcome: ENLS-10B
- Engage personally with texts
- engage with a range of increasingly complex language forms, features and structures of texts in meaningful, contextualised and authentic ways
- analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response (ACELT1641)
- compare and evaluate how 'voice' as a literary device can be used in a range of different types of texts such as poetry to evoke particular emotional responses (ACELT1643)
- analyse and evaluate the effectiveness of a wide range of sentence and clause structures as authors design and craft texts (ACELA1557, ACELA1569)
- Develop and apply contextual knowledge
- understand that Standard Australian English in its spoken and written forms has a history of evolution and change and continues to evolve (ACELA1550, ACELA1563)
- analyse a range of texts that include the use of Aboriginal dialects and Aboriginal English
- Understand and apply knowledge of language forms and features
- evaluate techniques (eg contrast, exaggeration, juxtaposition or changing chronological order) used in spoken, written and visual texts to, for example, construct plot and create emotional responses
- understand how certain abstract nouns can be used to summarise preceding or subsequent stretches of text (ACELA1559)
- analyse how higher order concepts are developed in complex texts through language features including nominalisation, clause combinations, technicality and abstraction (ACELA1570)
- understand how paragraphs and images can be arranged for different purposes purpose, audiences, perspectives and stylistic effects (ACELA1567)
- refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences (ACELA1571)
- understand how to use knowledge of the spelling system to spell unusual and technical words accurately, for example those based on uncommon Greek and Latin roots (ACELA1573)
- understand how spelling is used creatively in texts for particular effects, for example characterisation and humour and to represent accents and styles of speech (ACELA1562)
- understand how punctuation is used along with layout and font variations in constructing texts for different audiences and purposes (ACELA1556)
- create literary texts with a sustained 'voice', selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features for a specific purpose and intended audience (ACELT1815)
- use organisation patterns, voice and language conventions to present a point of view on a subject, speaking clearly, coherently and with effect, using logic, imagery and rhetorical devices to engage audiences (ACELY1813)
- compose and respond to a wide range of visual texts, eg picture books, graphic novels and films, using a range of appropriate techniques and metalanguage
- use voice effects, eg tone, volume, pitch, pauses and change of pace, for specific effects such as arguing a point of view or attempting to persuade an audience to a course of action
- use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects (ACELY1811)
ESL scales links to the English syllabus
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 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 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 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.
National Literacy Learning Progression links to this English outcome
When working towards achieving the outcome EN5–3B the sub-elements (and levels) of Listening (LiS8), Understanding texts (UnT9–UnT11), Interacting (InT7), Speaking (SpK7–SpK8), Understanding texts (UnT10–UnT11), Creating texts (CrT10–11), Grammar (GrA7) and Spelling (SpG14) 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.