composes, edits and presents well-structured and coherent texts
- Engage personally with texts
- understand and appreciate the way texts are shaped through exploring a range of language forms and features and ideas
- experiment and use aspects of composing that enhance learning and enjoyment
- recognise and discuss issues related to the responsible use of digital communication
- Develop and apply contextual knowledge
- identify and explore underlying themes and central storylines in imaginative texts
- explore and analyse the effectiveness of informative and persuasive devices in texts
- understand and use the key elements of planning, composing, reviewing and publishing in order to meet the increasing demands of topic, audience and language
- Understand and apply knowledge of language forms and features
- plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1704, ACELY1714)
- understand, interpret and experiment with the use of imagery in imaginative texts, poetry and songs, eg similes, metaphors, metaphors, personification and sound devices such as alliteration
- understand that cohesive links can be made in texts by omitting or replacing words (ACELA1520)
- investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522)
- compose imaginative and informative texts that show evidence of developed ideas
- compose texts that include sustained and effective use of persuasive devices, eg texts dealing with environmental issues
- present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609)
- create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798)
- experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800)
- compose increasingly complex print, visual, multimodal and digital texts, experimenting with language, design, layout and graphics
- use increasingly complex research data from print and digital sources to compose short and sustained texts
- assess the reliability of resources, including digital resources, when researching topics
- reread and edit students' own and others' work using agreed criteria and explaining editing choices (ACELY1705, ACELY1715)
- develop a handwriting style that is legible, fluent and automatic and varies according to audience and purpose (ACELY1706, ACELY1716)
- use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1707, ACELY1717)
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 Communication and Language and cultural understanding ESL scales strand organisers. See ESL scales outcomes B1.5, B1.6, B2.5, B2.6, B3.5, B3.6, 1.9, 1.10, 2.9, 2.10, 3.9, 3.10, 4.9, 4.10, 5.9, 5.10, 6.9, 6.10, 7.9, 7.10.
National Literacy Learning Progression links to this English outcome
When working towards achieving the outcome EN3-2A the sub-elements (and levels) of Understanding texts (UnT8–UnT9), Creating texts (CrT8–CrT10), Grammar (GrA5), Spelling (SpG14) and Handwriting and keyboarding (HWK7–HwK8) 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.