investigates the relationships between and among texts
Related Life Skills outcomes: ENLS-12C, ENLS-13C
- Engage personally with texts
- explain and justify responses to texts and widening personal preferences within and among texts
- explore and appreciate the similarities and differences between and among more demanding texts
- Develop and apply contextual knowledge
- investigate, hypothesise and explain the ways a concept may be reinterpreted over time through different texts and media
- research and explore the texts of specific composers, eg a novelist, poet, filmmaker or dramatist, considering themes, language techniques and similarities and differences in their works
- Understand and apply knowledge of language forms and features
- investigate and describe the recurring features of particular genres, eg westerns or science fiction, focusing on their storylines, iconography, value systems and techniques
- study and evaluate variations within conventions of particular genres and how these variations reflect a text's purpose
- compare the purposes, text structures and language features of traditional and contemporary texts in different media (ACELA1566)
- compare and contrast the use of cohesive devices in texts, focusing on how they serve to signpost ideas, to make connections and to build semantic associations between ideas (ACELA1770)
- analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (ACELT1772, ACELT1774)
- select a range of digital and multimedia texts and investigate the ways content, form and ideas of texts can be connected
- use appropriate metalanguage to identify, describe and explain relationships between and among texts
- create imaginative texts that make relevant thematic and intertextual connections with other texts (ACELT1644, ACELT1773)
- research, analyse and explain the treatment of a common theme or idea in a range of texts in different modes and media
- choose a reading technique and reading path appropriate for the type of text, to retrieve and connect ideas within and between texts (ACELY1753)
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 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.
National Literacy Learning Progression links to this English outcome
When working towards achieving the outcome EN5-6C the sub-elements (and levels) of Speaking (Sp7–SpK8), Understanding texts (UnT10–UnT11), Creating texts (CrT10–CrT11) and Grammar (GrA6–GrA7) 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.