CTJ Booklet Complete

Con
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Teac
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Info
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Intro 009
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Eng o rms
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Year 7 rc
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Year 5 r c
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Year 7 rc
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Introduction
Infor
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2009
Guide Intro
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nd Pr ion ‹
Data oces
Collec ses ‹
tion F
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Englis
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Scien r view
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Consistency of Teacher
Judgement 2009
INTRODUCTION
A consistent judgement is the coherent application of a common standard, such that judgements hold true over
time on both individual and collective levels.
(CTJ, A training and development CD-Rom for Teachers, Commonwealth of Australia 2000)
For 2009, the Early Years Curriculum Guidelines and the current QSA KLA syllabi, along with the QCAR Essential
Learnings provide a reference point for making judgements about students’ achievement. The alignment of the
learning statements of the Essential Learnings and the core learning outcomes of the KLA syllabi is included in
the Audit Tool in the Curriculum E-Library.
This framework:
• provides descriptions of student development
• describes typical pathways of learner progress for all KLAs
• is the basis for generating learner achievement data
• guides dialogue between teachers and their colleagues.
Consistency of Teacher Judgement relates to:

• common interpretations of learning against standards
• shared understandings of how standards of learning are demonstrated.
PURPOSE
Consistency of Teacher Judgement (CTJ) supports the:
• development of teachers’ assessment practices
• making of consistent and comparable judgements about standards of learning achievement within and
between schools.
CTJ is an ongoing process embedded in the learning and teaching cycle. In BCE schools this is focused on four
strategies:
• sharing understandings about standards
• collaborative planning of units of work
• collaborative development of assessment opportunities and associated criteria
• moderating teacher judgements within and between schools.
(See CTJ Information Kit [2004], Part 2, p8)
Information Kit 2009 1

Moderation ProcessES
Requirements and Focus for 2009

All teachers of English and Science in P-7 plan, teach, assess and engage in intra
and inter-school moderation around the following:
English – Expository Genre: the construction of expository texts
• Early Years Curriculum Guidelines (EYCG) - Language learning & communication: Oral Language Learning
Statement
• KLA English syllabus – Speaking, Writing and Shaping sub-strands
• Essential Learnings – Speaking, Writing and Designing, Language Elements and Literary and Non-Literary
Texts organisers
Science
P-3
• Early Years Curriculum Guidelines - Active learning processes: Investigating the natural world Learning
Statement
• KLA Science Syllabus/Essential Learnings - Earth and Beyond and Life and Living stands/organisers
Years 4-7
• KLA Science Syllabus/Essential Learnings – Science & Society/Science as a human endeavour, Earth and
Beyond and Energy and Change strands/organisers
All Year 8 & 9 English and Science teachers plan, teach, assess and engage in intra
and inter-school moderation around the following:
English: Expository Genre: the construction of expository texts
• KLA English syllabus – Speaking, Writing and Shaping sub-strands
• Essential Learnings – Speaking, Writing and Designing, Language Elements and Literary and Non-Literary
Texts organisers
Science:
• KLA Science Syllabus/Essential Learnings – Science & Society/Science as a human endeavour, Earth and
beyond, Energy and change, Natural and processed materials strands/organisers
Expectations for Year 8 & 9 English and Science teachers are that:
1. Each secondary school will ‘cluster’ with at least one other (probably geographically proximate) secondary
school. (Note: Schools choosing to participate in English and/or Science QCATs are best served by
‘clustering’ together)
2. Year 8 & 9 teachers of English and Science within each school will participate in intra-school moderation of
student work from each of the class groups
3. Five (5) work samples from each year level (i.e. Year 8 and Year 9) indicative of each achievement standard
on a 5-point scale (e.g. A-E) will be provided to the cluster school/s for their perusal and comment. (Note:
Students’ work samples will need to be mailed to the relevant cluster school(s) unless face-to-face teacher
meetings are arranged)
4. Each school will forward to BCEC copies of their student work samples (with a Work Sample Information
Sheet attached to each work sample) and a copy of their Interschool Cluster Feedback Form(s). Both
the Work Sample Information Sheet & Interschool Cluster Feedback Form are contained in this resource
package. (Note: The student work samples and the cluster feedback forms are to be forwarded to BCEC by
Friday November 6 2009)
2 Consistency of Teacher Judgement

Conferencing Model of Moderation
BCE has identified the Conferencing Model of moderation when encouraging schools to engage with the
moderation process when making judgements about student work.
Using the conferencing model, teachers use their annotated work samples to guide discussion and deliberate
when making their judgements about the quality of student work. Teachers make judgements on several criteria
to reach an ‘on-balance’ holistic judgement. This is not a procedural approach but one that is based on teachers’
professional knowledge in shared and collaborative decision making.
Teachers mark student responses individually, and then select assessment samples representative of
their application of a standards scale (Very high – Well below). They meet with other teachers to discuss
their judgements by sharing the annotated samples of student work. Teachers reach a consensus on the
interpretation and application of the standards.
Moderation Dialogue
This year there is focussed support for the enhancement of the moderation dialogue between teachers with a
particular focus on applying a model of standards.
SUPPORT MATERIALS
The 2009 CTJ Kit contains:
Requirements and Focus
Guidelines and Processes

The CTJ cycle
Process for moderation group facilitators
“What if …?” scenarios for group facilitators
Questions to support engagement in conversation with colleagues
Tips on reaching consensus
Action plan for CTJ Coordinator
Action plan for CTJ Site Facilitator
Teacher preparation checklist
Discussion guide
Data Collection Forms

Nomination Form: Consistency of Teacher Judgement 2009
Data Collection Form A: English: Expository text
Data Collection Form B: Science
Data Collection Form C: Assessment
Student Work Sample Cover Sheet (Years 8 and 9 only)
Support Resources
Resources to support the teaching and assessing of expository genre in English
Resources to support the teaching and assessing of Science
DVD: to support facilitation of the moderation dialogue including the use of a model of standards between
groups of teachers.

Guidelines and
Processes
Infor
matio
n for
2009
Guide Introd
lines uctio
and P n‹
Data roce
sses
Collec
tion F ‹
orms
Englis
h Ove ‹
Scien r view
ce Ov ‹
er vie
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GUIDELINES and PROCESSES
WHO DESCRIPTION WHEN
P-9 Teachers Plan, teach, assess and engage in intra and inter-school Terms 1-4
Cycle
CTJ
of English and moderation.

Science
P-9 Teachers Meet to compare samples of student work using criteria as a Intraschool
of English and reference. moderation –
CTJ Moderation
Science Identify the standard of learning evident in the student sample. Term 3/4.
Process
Discuss and reach consensus about judgements of standards Interschool

of student work. moderation 19
October 2009 (or
other nominated
date).
Principal Determines how CTJ will be coordinated within and across By Friday April 24
schools. 2009
Sends nomination form to BCEC.
CTJ School representative who coordinates all activities associated Terms 2, 3 and 4
Coordinator with CTJ (See Action Plan for CTJ).
Responsible for disseminating information to all teachers.
Facilitates practice in teacher participation in moderation
dialogue.
Organises training of group facilitators.
See ‘Process for moderation group facilitators’.
Organises and facilitates Intraschool moderation.
Roles within the CTJ Process
Site School representative from the site of the interschool Terms 3 and 4
Facilitator moderation cluster who organises all preparations associated
with that day. See Action Plan.
Group Facilitates group moderation dialogue. See ‘Process for 19 October
Facilitator moderation group facilitators’. 2009 (or other
Facilitates collection of student samples that are representative nominated date)
of a range of standards in the group at the end of the
moderation session.
P-9 Teachers Table annotated student work samples for each of English 19 October
of English and and Science representative of a range of standards with 2009 (or other
Science accompanying criteria. nominated date)
Provide additional copies for group discussion.
Outline assessment context and evidence of standard of
learning in student sample.
Engage in dialogue with other teachers in the group to reach
consensus about teachers’ judgements against standards.
Participate in selecting student samples that reflect the range
of standards tabled for collection.
Complete electronic teacher voice feedback form (if randomly October 23 2009
selected).
Site Provide group facilitators with data collection sheets and 19 October
Facilitator processes. 2009 (or other
Data Collection and
and CTJ Collect data at the end of the process. nominated date)
Coordinators Moderate collected student samples to provide one sample
Feedback
within each phase of the Early Years; one sample for each
standard (where available) within each Juncture (Junctures 3,
5, 7 and 9) across the cluster.
Complete electronic teacher voice feedback form.
Send requested work samples and collated cohort data to November 6 2009
BCEC by November 6 2009.

PROCESS FOR MODERATION GROUP FACILITATORS
Introduction
Group facilitator provides teachers with an outline of the process to be followed as described on this page.
During the process

Group facilitator calls on each teacher to lead the discussion (as detailed in the ‘Dialogue process’ below) tabling
student samples. In turn, each teacher tables annotated samples of student work with accompanying criteria
to share judgements. (Additional copies of the annotated student sample are provided for other participants to
share). Please note: Group facilitator needs to keep an eye on time to ensure the engagement and contribution of
other group members.
Dialogue process
Teacher:
1. briefly describes the learning context, outlines the assessment task used and the conditions underpinning
the assessment performance e.g. scaffolding, explicit teaching
2. describes how the student samples provide evidence of meeting the criteria for demonstration of learning at
a particular standard
3. comments on differences in evidence of demonstrations that relate to the standards represented in the
samples.
Colleagues:
4. compare student samples and how they reflect evidence of learning at the stated standard
5. ask clarifying questions to more clearly establish how the evidence in the student sample is reflective of the
stated standard.
Group facilitator:
6. seeks consensus from teachers about the consistency of their judgements compared with the judgements
of colleagues around the table
7. calls on assistance from cluster leaders when consistency of judgement is not able to be reached among
the group
8. ensures equal opportunity for participation from each teacher.
(For additional support see the CTJ 2008 DVD)
Conclusion
A. Group facilitator thanks the group for their participation and brings the dialogue to a close
B. Group facilitator leads a discussion about which student sample (with accompanying assessment and
criteria) is most reflective of the range of standards tabled during discussion and then submits selected
items to CTJ Site Facilitator.
C. Teachers if randomly selected, complete electronic ‘Teacher Voice’ form.

“What if …?” Scenarios for group facilitators
(Adapted from CTJ 2008 DVD)

1. Someone has forgotten to bring work samples
• facilitator stresses the importance of still being a part of the professional conversation because the
information they all have about the work samples is the same
2. Someone prolongs their discussion

• teacher is not succinct in presentation and talks over other group members
• group facilitator recaps main point and redirects to another speaker
3. Someone is making judgements about their students and not the work samples
• group facilitator reminds group members to make judgements against the work sample not the student
4. Someone is making judgements about the assessment task and not the work samples
• group facilitator reminds group members that their task is to moderate the work samples not make
judgements about the assessment task
5. A teacher loses focus and shifts to sharing class experiences rather than moderating
• group facilitator refocusses discussion
6. The group cannot reach consensus

• be positive – affirm all points of view
• refer the discussion to site facilitator
7. No one wants to go first

• before the session begins ask someone to go first.
Questions to support engagement in conversation with

colleagues
The questions below are examples of clarifying and probing questions that may support teachers in engaging in
dialogue with colleagues.
Clarifying questions:
The purpose of these types of questions is to thoughtfully consider and make points clearer.
• Can you explain a bit more about …?
• When you say … do you mean …?
• I’m not sure I understand, could you explain …?
• So what do you think the differences are between …?
• What was the challenge for you with …?
• What is the issue we are trying clarify here …?
• Let me see if I understand you; do you mean _____ or _____?

Probing questions:
The purpose of these types of questions is to help the presenter understand their judgement, their thinking and
articulate this to their colleagues.
• Have you considered …?
• Help me understand your thinking when you say …?
• Explain how you arrived at …?
• What was the process you used …?
• Can you tell me more about …?
• So what are you thinking now …?
TIPS ON REACHING CONSENSUS

• Maintain the focus of conversation on the actual evidence in student work sample.
• Refer to the criteria sheet and matching what is described in it with what is presented in the student’s work.
• Focus discussion back onto matching task specific descriptors with the evidence available for each
assessable element.
• If the on-balance judgement is an issue, refer to the purpose of the assessment which indicates where the
strength/major focus for judgement should go.
• When focussing on achieving agreement on the overall judgement, it is not necessary to reach agreement
on every assessable element or product. CTJ refers to on-balance judgements across all assessable
elements.

Action Plan for CTJ Coordinator
PREPARING FOR CTJ
Check
Action Who When
list
Discuss the guidelines for CTJ ’09 with staff identifying the focus areas for all
teachers of English and Science.
Make decisions about when learning and teaching in these focus areas will
occur.
Make decisions about the schools that will form the interschool CTJ cluster
for 2009 and confirm these arrangements with the leadership of each of the
participating schools. Complete and send in Nomination Form by Friday 24
April 2009.
Nominate intraschool (within school) moderation dates for English and
Science.
Identify planning dates for the development of assessment, criteria and
learning and teaching for focus areas for each year level.
Identify and plan for professional learning needs arising out of the focus
areas.
INTRASCHOOL (WITHIN SCHOOL) MODERATION SESSION
Establish within and/or across year level groups for intraschool moderation
sessions, identifying a leader for each group.
Conduct a staff meeting for all teachers on the moderation process prior to
intraschool moderation session. (Support Resources are available on BCE
Intranet (KWeb)).
Conduct a meeting of group facilitators who will facilitate the dialogue in each
group to clarify role and process and address issues.
Engage in intraschool moderation process.
Reflect on the intraschool moderation experience at a staff meeting.
INTERSCHOOL (BETWEEN SCHOOL) CTJ
Prepare for interschool CTJ session by providing teachers with an agenda for
the day, process for moderation and list of moderation groups. (See Teacher
Preparation Checklist).
Identify group facilitators for Interschool CTJ process.
Ensure that group facilitators are adequately trained and prepared for the
facilitation of interschool moderation process within groups.
REFLECTING ON CTJ
School CTJ Coordinator collects data to complete Data Collection Forms A
and B.
CTJ Coordinators meet at the end of the interschool moderation dialogue
with the Site Facilitator to decide which annotated student samples (with
accompanying criteria) are most reflective of a range of standards within
each juncture including the Early Years.
Send requested work samples to BCEC by Friday 6 November 2009 with
Form C to BCEC.
Collate cohort data from teachers about standards of learning in English
and Science. Complete electronic forms (Data Collection Forms A & B
available at https://staffportal.bne.catholic.edu.au/docushare/dsweb/Get/
Document-15661/Data+Collection+2009+Document.xls ) and email to
Judy Raphael (jraphael@bne.catholic.edu.au) by Friday 6 November.


Action Plan for CTJ Site Facilitator
Who will take Follow up Check
Action
responsibility for this? needed list
1. List the schools attending.
2. Identify the TOTAL number of teachers for the day.
3. Nominate the room/hall that will hold all participants for the
introductory sessions.
4. Organise teachers into groups of four (4).
5. Identify breakout rooms for moderation dialogue and
prepare a site map.
6. Prepare an agenda for CTJ Day and disseminate to
participating schools.
7. Identify who will prepare prayer for the start of the day.
8. Identify Coordinator/Principal to lead the introductory
session.
9. Organise: :
• for an OHP and/or data projector
• extension cord, screen and possible sound system as
required
• seating.
10. Organise catering arrangements:
• tea/coffee facilities
• morning tea
• lunch
• payment.
11. Organise collection of:
• requested data
• sample assessment items.

Teacher Preparation Checklist
What to bring:
English
Five copies each of
• 3 annotated samples of student work representative of different standards e.g. a Very High, High, Sound with
a criteria sheet representing teacher judgements.
Science
Five copies each of
• 3 annotated samples of student work representative of different standards e.g. a Very High, High, Sound with
a criteria sheet representing teacher judgements.
Assessment context
Briefly describe:
• the explicit learning and teaching that preceded the assessment
• the conditions under which the assessment occurred
• scaffolding that supported student demonstration for the samples provided.
English
Science

Discussion Guide
Briefly note:
• how evidence in the sample of work relates to criteria that guided your teacher judgement
• points you would like clarified through group discussion.
English
Very high sample
High sample
Sound sample
Below sound sample
Well below sound sample
Science
Very high sample
High sample
Sound sample
Below sound sample
Well below sound sample

Nomination Form: Consistency of Teacher Judgement 2009
Please complete one form per cluster listing the schools who will be participating in Interschool CTJ.
Cluster Schools CTJ Coordinator
Cluster meeting site:
Interschool CTJ Cluster meeting date:
OR
___________________________ (Alternate date)
Interschool CTJ Activities

Learning Area Strand Consistency Strategy
Language learning & communication: Oral

language learning statement of the EYCG;
English Moderation
Speaking/ Writing and Shaping/Designing
substrand/organiser
Active learning processes: Investigating
the natural world learning statement of
the EYCG;
Science Science strands (whichever are Moderation

applicable): Science as a human
endeavour; Life & Living, Earth & Beyond;
Energy & Change; Natural & Processed
Materials
Please complete this form and return it by 24 April 2009 to:

Brisbane Catholic Education,
GPO Box 1201, BRISBANE 4001
Attn CTJ Secretarial Coordinator
Fax: 3844 5101
This form is also available on: BCE Intranet, eLibrary/Curriculum/B Curriculum Management/08 Consistency of Teacher Judgement

Data Collection
Forms
Infor
matio
n for
2009
Guide Introd
lines a uctio
n d P n‹
Data roces
Colle ses ‹
ction
Form
Englis s‹
h Ove
Scien r view
ce Ov ‹
er vie
w‹
Data Collection Forms
The purpose of this data collection is to gain a broad picture of student achievement in this area and to
inform future professional learning and curriculum support.
Collect data and fill in the tables following Interschool CTJ. Collate data and complete electronic forms (Data
Collection Forms A & B where applicable) and email to Judy Raphael (jraphael@bne.catholic.edu.au) by Friday
6 November. Please note: The data recorded represents what the students’ performance is ‘most like’ on
the assessment task.
The forms are available at https://staffportal.bne.catholic.edu.au/docushare/dsweb/Get/
Document-15661/Data+Collection+2009+Document.xls
School Name:
Data Collection Form A(1): English: Oral Language/ Speaking & Listening
Year 3 Number
Juncture of
Becoming
Year Level Exploring Making Applying Level 1 Level 2 English students
Aware
Essential in the
Learnings year level
Prep
Total
number of
students
Data Collection Form A(2): English: Speaking or Writing & Shaping/Designing

Number of
Essential Year Below Well below students
Very high High Sound
Learnings Level sound sound in the year
level
Year 3 2
Juncture 3
Year 5 4
Juncture 5
Year 7 6
Juncture 7
Year 9 8
Juncture 9
Total number
of students
achieving each
standard

The purpose of this data collection is to gain a broad picture of student achievement in this area and to
inform future professional learning and curriculum support.
Collect data and fill in the tables following Interschool CTJ. Collate data and complete electronic forms (Data
Collection Forms A & B where applicable) and email to Judy Raphael (jraphael@bne.catholic.edu.au) by Friday
6 November.
Please note: The data recorded represents what the students’ performance is ‘most like’ on the
assessment task.
The forms are available at https://staffportal.bne.catholic.edu.au/docushare/dsweb/Get/
Document-15661/Data+Collection+2009+Document.xls
School Name:
Data Collection Form B(1): Science
Year 3 Number
Juncture of
Becoming
Year Level Exploring Making Applying Level 1 Level 2 English students
Aware
Essential in the
Learnings year level
Prep
Total
number of
students
Data Collection Form B(2): Science

Number of
Essential Year Below Well below students
Very high High Sound
Learnings Level sound sound in the year
level
Year 3 2
Juncture 3
Year 5 4
Juncture 5
Year 7 6
Juncture 7
Year 9 8
Juncture 9
Total number
of students
achieving each
standard

Data Collection Form C: Assessment
There are some changes to the way in which clusters are requested to provide annotated student work samples
and accompanying criteria sheets representative of the standard of learning.
Clusters will be notified as to which student work samples they are asked to provide. An example is that Cluster
A consisting of four (4) schools will be asked for work samples from P-1 students; Cluster B, consisting of five (5)
schools could be asked to submit samples from students in Years 2 and 3; and so on.
More information regarding the requested samples will be forwarded to the CTJ Co-ordinators of the specific
schools in each cluster.
The materials requested should consist of one (1) annotated student sample, accompanying assessment item
and criteria that is representative of each level/standard of achievement tabled during the moderation session.
Typically for Primary clusters, this will be:
• a student sample representing the Applying Phase (EYCG), Level 1 and Level 2/Year 3 Essential
Learnings (if applicable)
• a student sample representing each of the different standards (Very High, High, Sound, Below
Sound, Well Below Sound (where available)) for each year level, Years 2 - 7.
Typically Secondary Clusters will provide a student sample representing each of the different standards
(Very High, High, Sound, Below Sound, Well Below Sound (where available)) for each year level, Years 8
and 9.
Primary school CTJ Co-ordinators, please attach a copy of this form to each assessment item, student sample
(removing student identification) and related criteria sheet and return it by Friday 6 November 2009 to:
Brisbane Catholic Education,

GPO Box 1201,
BRISBANE 4001
Attn CTJ Secretarial Coordinator
Fax: 3844 5101
Secondary school co-ordinators, please use the Student Work Sample Cover Sheet on the following page and
return to the address above.
KLA:
Cluster site:
Level/Standard:
Comment: (optional)


Student Work Sample Cover Sheet
Years 8 & 9 English or Science
Note: Please attach a cover sheet, together with a copy of the task and criteria sheet to each
student work sample
School:
Year Level: Year 8 Year 9 {Please check one}
Work Sample Standard: Very High High Sound Below Well Below
Term in which work was completed: Term 1 Term 2 Term 3 Term 4
Context of Task:
Time for task completion:
Class time allocated to task:
Mode: Individual Pair Group {Please check one}
Teacher Input: Draft(s) Sighted Feedback provided
Opportunity for student access to: Books Notes

Library resources ICLTs
Any Other Information:

Infor
matio
n for
English Overview
2009
Guide Introd
lines a uctio
nd Pr n‹
Data oces
Collec ses ‹
tion F
Engli orms
sh Ov ‹
Scien ervie
ce Ov w‹
er vie
w‹
OVERVIEW
ENGLISH FOCUS FOR 2009
Expositions
This resource package provides support materials for teachers of English in P-9. These materials have been
prepared to assist teachers in planning, teaching, assessing and moderating using the Early Years Guidelines,
QSA English syllabus and the English KLA of the Essential Learnings. The materials cover the range of learning
phases from Early Years to Year 9.
REQUIREMENTS FOR 2009

1. All teachers of English in P-9 select a learning context that is developmentally appropriate for the phase of
learning.
2. They plan, teach, assess and make judgements about students’ achievement in the focus context.
3. They use this data to participate in moderation activities within and between schools.
ASSESSMENT
In P-1 teachers:
• identify a negotiated context that provides students with an opportunity to purposefully engage with an
opportunity to construct a text type for the purpose of explaining, or commenting and giving opinions
• gather evidence of children’s learning through everyday classroom experiences
• annotate student work samples/demonstrations of work
• make judgements about children’s learning and development using EYCG set of rubrics and Year 1 Learning
Statements/Year 3 Juncture Essential Learnings.
In Years 2-9 teachers:

• identify a context (connected or English specific) that provides students with an opportunity to purposefully
engage with an opportunity to construct a text type for the purpose of explaining, analysing, arguing,
persuading and giving opinions
• develop assessment criteria that support the making of teacher judgements about the standard of
achievement
• annotate a student sample of a spoken/signed, written or multimodal expository text
• make judgements about the standard of each student’s learning and development.
The resources in the Information Kit are provided for teachers to:
• use as models to support the design their own learning activities and assessment tasks
• adapt to suit their particular student group/s and learning context
• implement as presented.
The support materials for English are organised into the following sections: Early Years P-3; Years 4 and 5;
Years 6 and 7; Years 8 and 9.
Each section includes information about:

• Expository Genre
• Distinguishing features of text types within the Expository Genre
• Annotated text models
• Annotated student work samples with accompanying criteria
• Guide to analysing student texts
• Focus of assessment
• Using an Inquiry Approach
• Planning an English inquiry
• Teaching the Expository Genre
• Working at the grammatical level of the text

EXPOSITORY GENRE
Traditional, contemporary and everyday non-literary texts use language in precise and accurate ways to explain,
analyse, argue, persuade and give opinions.
This genre category of Expositions includes a wide range of text types which can be presented in spoken/signed,
written, or multimodal modes.
Types of Expository texts include:
• Explanation – used to explain scientifically how or why things (phenomena) or processes occur
• Discussion – used to look at an issue from a range of perspectives, before making a judgement or
recommendation
• Analytical Exposition – used to support and reiterate a point of view (thesis) with logical arguments and
evidence
• Persuasive text – seeks to argue or persuade and intended to convince readers to accept particular
perspectives or points of view
• Reflective text – reflects on events and experiences and may also be persuasive.
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The State of Queensland (Queensland Studies Authority) 2007. Adapted.

English focus for 2009
Teachers in:
• Years P- 1 will focus on the Language learning & communication: Oral language learning statement of the
Early Years Guidelines.
• Years 2 and 3 will focus on the Essential Learnings for the Year 3 Juncture/Level 2 English syllabus.
The Essential Learnings listed on the following pages are aligned with the corresponding core learning outcomes
from the KLA English syllabus (draft). The full text of the core learning outcomes is available in the Audit Tool in
the Curriculum e-Library.
Teachers are asked to engage with learning contexts and assessment tasks that align with these aspects of the
Essential Learnings in the specific junctures for their year levels.
Early Years – P & 1

LLC 1: Language Learning & Communication: Oral language
Children expand their oral language by:
• using spoken language (including home language or signed or augmentative communication) for a range of
purposes
• exploring the patterns and conventions of spoken, signed or augmentative language
• interacting with peers and familiar adults using, with support, the conventions associated with formal and
informal group settings, including attentive listening.
The learning statements for Years 2 & 3; Years 4 & 5; Years 6 & 7; Years 8 & 9 and the corresponding core
learning outcomes are listed on the following pages.

Early Years 2 & 3
22
Ways of Working
By the end of Year 3, when constructing expository texts, students are able to:
• identify audience, purpose and text type
• identify main ideas and the sequence of events, and make simple inferences
• recognise and select vocabulary to describe subject matter
• construct simple non-literary texts by planning and by using prior knowledge and experience to match an audience and purpose
• reflect on and identify how language elements in texts represent people, characters, places, events and things in similar and different ways.
Knowledge & Understanding

Speaking involves using oral, aural and gestural Writing and designing involve using Language Elements: Interpreting and constructing texts involve Literary and Non-literary
elements to interpret and construct texts that language elements to construct non- exploring and using grammar, punctuation, vocabulary, audio Texts: Students develop
achieve purposes in familiar contexts. literary texts for familiar contexts. and visual elements, in print-based, electronic and face-to-face an awareness of purpose,
modes in familiar contexts. audience, subject matter and
text structure of expository
texts.
• The purpose of speaking and listening includes • The purpose of writing and designing • Statements provide information; questions seek information; • Texts are produced for
Consistency of Teacher Judgement

exchanging information, sharing and exploring includes reporting and conveying commands give orders; and exclamations emphasise or particular audiences and
ideas, entertaining, supporting relationships, simple messages and information. express emotions. CU2.1.3; 2.2.4; 2.2.3 their interests. CU2.2.3;
giving opinions and getting things done. CU2.3.1 • A sentence can be a single clause or a combination of 2.3.3
CU2.1.1 • Writers and designers can clauses. OP2.1.1; 2.2.2; 2.3.2 • Formal and informal texts
• Speakers can adopt different roles in formal adopt different roles for different • Text connectives are used to link and sequence things, ideas are ways of communicating
and informal situations. CU2.1.3 audiences. CU2.3.3 and events. OP2.3.4; 2.3.5 for different purposes.
• Spoken texts are different from written texts. • Words and phrases, symbols, • Tense is used to indicate time in sentences. OP 2.2.3; 2.3.3 CU2.1.1; CU2.1.3
CU2.1.9 images and audio have meaning. • Nouns, verbs, adjectives, adverbs and prepositional phrases, • Non-literary texts inform,
• Statements, questions and commands OP2.3.3; OP2.3.6 develop and elaborate ideas and portray people, characters, report on events and
contribute to making and clarifying meaning • Text users make choices about places, events and things in different ways. OP 2.1.2; 2.2.3; issues, explain, explore
during discussions and conversations. CU2.1.3 grammar and punctuation. OP2.3.2; 2.3.3; CR2.1.1; 2.2.1; 2.2.2; 2.3 ideas, express opinions,
• Words and phrasing, volume and pitch can add OP2.3.4 • Pronouns take the place of nouns to which they are conduct transactions and
interest and emphasis, clarify meaning and be • Common spelling patterns of referring. OP2.1.2; 2.2.3; 2.3.3; 2.3.4 negotiate relationships,
monitored by listeners. OP2.1.3 monosyllabic words, two-syllable goods and services, and
• Conjunctions are used to join two phrases or clauses.
• In presentations, speakers make meaning words and high-frequency words, give directions. CU2.1.1;
OP2.1.2; 2.2.5; 2.3.2
clear by sequencing ideas and information and are used to spell familiar and 2.2.1; 2.3.1
• Punctuation marks, including capital letters, full stops,
using visual aids, including objects and pictures. unfamiliar words. OP 2.3.7 • Non-literary texts can
commas, exclamation marks and question marks, clarify
OP2.1.1; OP2.1.4 • Writers and designers use a convey an opinion that may
meaning. OP2.2.5; 2.3.2
• Speakers and listeners use a number of number of active writing strategies, be positive or negative.
• Vocabulary describes, labels and sequences, and can CU2.1.1; 2.2.1; 2.3.1
strategies to make meaning, including including planning, drafting, revising, represent people, characters, places, events and things.
identifying purpose, activating prior knowledge, editing, proofreading, publishing • Main ideas and events
OP2.1.2; 2.2.3; 2.3.3; CR2.1.1; 2.1.2; 2.2.2; 2.3
responding, questioning, identifying main and reflecting, and by referring to can be sequenced and
• Auditory, spoken, visual and nonverbal elements provide subject matter described,
ideas, monitoring, summarising and reflecting. authoritative sources. CU2.3.4;
details necessary for making meaning about the including supporting ideas
CU2.1.7 OP2.3.7
representations of people, places and things. OP2.1.3; 2.1.4; and details. CU2.1.2; 2.2.2;
2.2.4; 2.3.6 2.3.2
Years 4 & 5
Ways of Working
• identify the relationship between audience, purpose and text type
• identify main ideas and the sequence of events, and make inferences
• construct non-literary texts by planning and developing subject matter, using personal, cultural and social experiences that match an audience and purpose
• reflect on and describe the effectiveness of language elements and how the language choices represent people, characters, places, events and things in particular ways.

Speaking involves using oral and gestural Writing and designing involve using Language Elements: Interpreting and constructing texts involve Literary and Non-literary Texts:
elements to construct texts that achieve language elements to construct non- making choices about grammar, punctuation, vocabulary, audio Making choices about literary
purposes in personal and community literary texts for audiences in personal and visual elements in print-based, electronic and face-to-face and non-literary texts involves
contexts. and community contexts. modes in personal and community contexts. identifying the purpose, audience,
subject matter and text structure.
• The purpose of speaking and listening • The purpose of writing and designing • Paragraphs separate ideas in texts and contain a topic • Aspects of subject matter
includes informing, presenting simple includes entertaining, informing and sentence. OP3.2.4, OP3.3.5 can be included or omitted to
arguments, negotiating relationships and describing. CU 3.3.1 • A sentence can be simple, compound or complex. OP3.2.2, present a point of view. CR 3.1.1,
transactions, and seeking opinions of • Writers and designers can adopt OP3.3.3 CR 3.1.2, CR 3.2.1, CR 3.2.2, CR
others. CU 3.1.1, CU 3.1.4 different roles, and make language • Subject and verb must agree in terms of person and 3.3
• Speakers can adopt different roles, and choices appropriate to the audience. number. OP3.2.5, OP3.3.3 • Main ideas are established by
make language choices appropriate to the CU 3.3.5 • Text connectives signal how things, ideas and information identifying who, what, where,
level of formality. CU 3.1.1, CU 3.1.4 • Words and phrases, symbols, are related. OP3.2.4, OP3.3.1, O 3.1.2 when, how and why. OP 3.2.4,
• Spoken texts have different structures images and audio affect meaning • Time connectives and tense are used to locate characters OP 3.3.3
from those of written texts. CU 3.1.1, CU and interpretation. OP 3.3.2. OP or action in time. OP3.1.2, OP3.2.4, OP3.3.1 • Reports and arguments
3.1.4 3.3.3, OP 3.3.4, CR 3.3 • Sentences can indicate what is happening (verbs), who or have structures, including
• Statements, questions and commands • Text users make choices about what is taking part (nouns), what it looks like (adjectives), and an introduction or a general
generate and maintain discussions and grammar and punctuation, to make the circumstances surrounding the action (prepositional statement, elaboration of
conversations. OP 3.1.3 meaning. OP 3.3.3, OP 3.3.4, OP phrases and adverbs). OP 3.1.2, OP3.2.2, OP3.2.3, OP3.3.3 information or reasons, and a
• Words and phrasing, modulation of 3.3.5, OP 3.3.7 conclusion. OP 3.1.2, OP 3.2.1,
• Pronouns refer to nouns within and across sentences. OP
volume, pitch, pronunciation and pace • Sound, visual and meaning patterns, OP 3.3.1
3.1.2, OP 3.2.4, OP 3.3.1, OP 3.3.3
enhance expression of ideas, can be including word functions, are used to • Conjunctions signal relationships between things, ideas and
adjusted to match the purpose, audience spell single-syllable and multisyllable events. OP 3.1.2, OP 3.2.4, OP 3.3.1, OP 3.3.3
and context, and are monitored by words. OP 3.3.6
• Punctuation marks, including commas, apostrophes and
listeners. OP 3.1.5, OP 3.1.8. • Writers and designers refer to speech marks, signal meaning in texts. OP3.2.6, OP3.3.7
• Speakers and listeners use a number of authoritative sources and use a
• Vocabulary is chosen to express ideas and information in
strategies to make meaning, including number of active writing strategies,
a commonsense or technical way. OP 3.1.2, OP 3.1.4, OP
identifying purpose, activating prior including planning, drafting, revising,
3.2.4, OP 3.2.5,OP 3.3.2, OP 3.3.3
knowledge, responding, questioning, editing, proofreading, publishing and
Information Kit 2009

identifying main ideas, monitoring, reflecting. CU 3.3.1, CU 3.3.2, CU • Meaning can be made more specific by extending or
summarising and reflecting. 3.3.3, CU 3.3.4, CU 3.3.5 changing the form of a word OP 3.3.3
CU 3.1.1, CU 3.1.2, CU 3.1.3, CU 3.1.4, CU • Auditory, spoken, visual and nonverbal elements add
meaning to the subject matter and focus the audience’s
23
3.1.5, CU 3.1.6.
attention. OP3.1.5, OP3.1.8, OP3.2.4, OP3.3.4, OP3.3.6
Years 6 & 7
24
Ways of Working
• identify and demonstrate the relationship between audience, subject matter, purpose and text type
• recognise and select vocabulary
• construct non-literary texts to express meanings and messages, to identify causes and effects, and to state positions supported by evidence
• reflect on learning, apply new understandings and identify future applications.

Speaking involves using oral and gestural Writing and designing involve using Language Elements: Interpreting and constructing texts involve Literary and Non-literary
elements to construct texts that achieve language elements to construct selecting and controlling choices about grammar, punctuation, texts: Evaluating literary and
purposes across wider community contexts. non-literary texts for audiences across vocabulary, audio and visual elements, in print-based, electronic and non-literary texts involves
wider community contexts. face-to-face modes across wider community contexts. understanding the purpose,
audience, subject matter
and text structure.
• The purpose of speaking and listening • The purpose of writing and • Paragraphs sequence information and arguments, and include • Texts present subject
includes advancing opinions, discussing, designing includes evoking emotion, topic sentences that emphasise a point or argument. OP 4.2.1; matter from a particular
persuading others to a point of view, persuading and informing. CU 4.3.1 4.3.1 perspective. CR 4.1.1;
influencing transactions, and establishing and • Writers and designers establish • Dependent clauses require independent clauses to make 4.1.2; 4.1.3; 4.2.1; 4.2.2;

maintaining relationships. C4.1.1; 4.1.5 roles, make assumptions about meaning in a sentence. OP 4.1.1; 4.2.1; 4.3.4 4.2.3; 4.3
• Statements, questions and commands can their audience and position them • Pronoun–noun agreement, subject–verb agreement and • Non-literary texts
use language that positions and represents through language choices. CU 4.3.1; maintaining tense support cohesion across a paragraph. OP evaluate, inform, present
ideas and information. CR 4.1.1 CR 4.3 4.1.1 arguments and persuade.
• Words and phrasing, syntax, cohesion, • Words and phrases, symbols, • Cohesive devices and other text connectives within and between CU 4.1.1; 4.1.5; 4.2.1;
repetition, pronunciation, pause, pace, images and audio affect meaning sentences signal relationships between ideas, including cause- 4.3.1
pitch and volume establish mood, signal and position an audience. OP 4.3.2; and-effect and comparison and contrast. OP 4.1.4; 4.2.1; 4.3.4 • Arguments have a
relationships, create effect and are CR 4.3 • Noun groups and verb groups are used to provide specific particular structure,
monitored by listeners. OP 4.1.2; 4.1.3; • Text users make choices about descriptions of subject matter, express degrees of certainty and including an introduction
4.1.5; 4.1.6 grammar and punctuation, to uncertainty, and develop characterisation, setting and plot. CU that identifies a position,
• Nonverbal elements, including facial establish meaning. OP 4.3.2; 4.3.3; 4.2.3; 4.3.3; OP 4.1.2; 4.1.5; 4.2.2; 4.2.3; 4.2.4; 4.3.3; 4.3.4 a body with details and
expressions, gestures and body language, 4.3.4; 4.3.6 • High-frequency words are replaced by more complex forms of further evidence, and a
establish mood, signal relationships, create • Knowledge of word origins and vocabulary and give more specific descriptions. OP 4.1.2; 4.1.5; conclusion that restates
effect and are monitored by listeners. OP sound and visual patterns, including 4.2.2; 4.2.3; 4.2.4; 4.3.2; 4.3.3 the position. OP 4.1.1;
4.1.3; 4.1.6 base words, prefixes and suffixes, 4.2.1; 4.3.1
• Evaluative language, including adjectives, can appeal to certain
• In presentations, speakers make meaning syntax and semantics, is used by groups, express opinions, and represent people, characters, • Main ideas, issues and
clear by organising subject matter, identifying writers and designers when spelling. places, events and things in different ways. OP 4.1.5; 4.2.2; 4.3.2 events are selected and
their role and selecting relevant resources. OP 4.3.5 organised to sustain a
• Punctuation, including quotation marks and brackets, signals
CU 4.1.3; 4.1.4; OP 4.1.3 • Writers and designers refer to point of view and to project
meaning. OP 4.3.6
• Speakers and listeners use a number of authoritative sources and use a a level of authority that
• Vocabulary is chosen to establish relationships, persuade others, matches a purpose and
strategies to make meaning, including number of active writing strategies, describe ideas and demonstrate knowledge. OP 4.1.2; 4.2.4;
identifying purpose, activating prior including planning, drafting, revising, an intended audience. CU
4.3.2; CR 4.2.1; 4.3 4.1.2; 4.1.3; 4.1.4; 4.1.8;
knowledge, responding, questioning, editing, proofreading, publishing and
• Auditory, spoken, visual and nonverbal elements add meaning, 4.3.2; CR 4.1.2; 4.1.3;
identifying main ideas, monitoring, reflecting
interest, immediacy and authority to multimedia texts. OP 4.1.3; 4.2.1; 4.3
summarising and reflecting. CU 4.1.1; 4.1.2
4.1.6; 4.2.5; 4.3.5
– 4.1.8
Years 8 & 9
Ways of Working
• demonstrate and analyse the relationship between audience, subject matter, purpose and text type
• construct non-literary texts by planning and organising subject matter according to specific text structure and referring to other texts
• reflect on learning, apply new understandings and justify future applications.

Speaking involves using oral and gestural elements Writing and designing involve using Language Elements: Interpreting and constructing texts Literary and Non-literary texts:
to construct texts that achieve purposes across language elements to construct involve manipulating grammar, punctuation, vocabulary, Manipulating literary and non-literary
local, national and global contexts. non-literary texts for audiences across audio and visual elements, in print-based, electronic and texts involves analysing the purpose,
local, national and global contexts. face-to-face modes across local, national and global audience, subject matter and text
contexts. structure.
• The purpose of speaking and listening • The purpose of writing and designing • Paragraphs build and sustain cohesion and develop a • Audiences can be positioned to view
includes examining issues, evaluating opinions, includes parodying, analysing and central idea. Op 5.2.1; OP 5.3.2 characters and ideas in particular
convincing others, and managing relationships arguing. CU 5.3.1 • Active voice and passive voice change the subject and ways and these views can be
and transactions. CU 5.1.1 • Writers and designers establish and the focus in a sentence. Aspects of OP 5.2.2 questioned. CR 5.1.1; CR 5.1.2; CR
• Speakers make assumptions about listeners maintain roles and relationships by • Relationships between ideas in texts are signalled by 5.2.2; CR 5.3.2
to position and promote a point of view, and to recognising the beliefs and cultural connectives to sequence and contrast ideas, show • Texts can reflect an author’s
plan and present subject matter. CR 5.1.1 background of their audience, and cause and effect, and clarify or add information. OP point of view, beliefs and cultural
• Spoken texts have a range of structures and by making specific language choices. 5.2.1; OP 5.3.5; OP 5.1.1; OP 5.1.3 understandings. CR 5.1.1; CR 5.1.2;
can be delivered in a number of mediums. CU CU 5.3.2; CR 5.3.1, 5.3.2 • Adjectives and adverbs are used to express attitudes CR 5.2.1; CR 5.3.1
5.1.3; OP 5.1.1 • Words and phrases, symbols, and make judgments and/or evoke emotions. OP • Comparison, contrast, exaggeration
• Statements, questions (including rhetorical images and audio affect meaning 5.2.2; 5.3.4; OP 5.1.2; OP 5.1.3 and juxtaposition are used to create
questions) and commands can be used to and establish and maintain roles • Modal auxiliary verbs are selected to convey degrees emotional responses. Aspects of OP
identify the main issues of a topic and sustain a and relationships to influence an of certainty, probability or obligation to suit the text 5.1.1; OP 5.1.3; OP 5.2.1; OP 5.3.3
point of view. audience. CU 5.3.2 type. OP 5.2.2; OP 5.3.4; OP 5.1.1; OP 5.1.3 • Non-literary texts analyse, inform,
• In presentations, speakers make meaning clear • Text users make choices about • Nominalisation (turning verbs into nouns) can be argue and persuade. Aspects of CU
by organising subject matter, and by selecting grammar and punctuation, to affect used to compress ideas and information, and to add 5.2.3; CU 5.1.1
resources that support the role they have meaning. OP 5.3.4, 5.3.6 formality to a text. Aspects of OP 5.2.2 • Non-literary texts can focus on a
taken as the speaker and the relationship they • Writers and designers draw on their • Punctuation, including colons and semicolons, signals major point that is supported by
wish to establish with the audience. OP 5.1.2 knowledge of word origins, sound meaning. OP 5.2.1; OP 5.3.6 elaboration. Aspects of OP 5.1.1, OP
• Speakers and listeners use a number of and visual patterns, syntax and • Vocabulary is chosen to establish roles and 5.1.3, OP 5.2.1 & OP 5.3.1
strategies to make meaning, including semantics to spell. OP 5.3.7 relationships with an audience, including the • Reasoning, points of view and
identifying purpose, activating prior knowledge, • Writers and designers refer to demonstration of personal authority and credibility. judgments are supported by
responding, questioning, identifying main ideas, authoritative sources and use a CU 5.2.3; CR 5.2.2; CR 5.3.2 evidence that can refer to
monitoring, summarising and reflecting. number of active writing strategies, • Auditory, spoken, visual and nonverbal elements, authoritative sources.
including planning, drafting, revising, including the use of sound fades, dissolves, cuts, • Non-literary texts can conclude with
editing, proofreading, publishing and hyperlinks, camera angles and shot types, can be recommendations, restating the

reflecting. combined to position an audience. Aspects of OP main arguments or summarising a
5.3.8; OP 5.2.2; OP 5.1.2; OP 5.1.4 position.
25
Infor
matio
n for
2009
Guide Introd
lines a uctio
nd Pr n‹
Data oces
Collec ses ‹
tion F
orms
Englis ‹
Science Overview
h Ove
Scien r view
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ervie
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OVERVIEW
SCIENCE FOCUS FOR 2009
This resource package provides support materials for teachers of Science in P-9. These materials have been
prepared to assist teachers in planning, teaching, assessing and moderating using the Early Years Guidelines,
QSA Science syllabus and the Science Key Learning Area of the Essential Learnings. The materials cover the
range of learning phases from Early Years to Year 9.
REQUIREMENTS FOR 2009

1. All teachers of Science in P-9 select a learning context that is developmentally appropriate for the phase of
learning.
2. They plan, teach, assess and make judgements about students’ achievement in the focus context.
3. They use this data to participate in moderation activities within and between schools.
ASSESSMENT
In P-1 teachers:
• identify a negotiated context that provides students with an opportunity to purposefully engage in learning
• gather evidence of children’s learning through everyday classroom experiences
• annotate student work samples/demonstrations of work
• make judgements about children’s learning and development using EYCG set of rubrics and Year 1 Learning
Statements/Year 3 Juncture Essential Learnings.
In Years 2-9 teachers:

• identify a context that provides students with an opportunity to engage in learning
• develop assessment criteria to support the making of teacher judgements about the standard of achievement
• annotate student responses
• make judgements about the standard of achievement of student work samples using criteria.
Please note:
The resources in this kit are provided for teachers to:
• use as models to support the design of their own learning activities and assessment tasks
• adapt them to suit their particular student group/s and learning context
The support materials for Science are organised into the following sections:
• Early Years
o Prep and Year 1
o Years 2 and 3
• Years 4 and 5
• Years 6 and 7
• Years 8 and 9.
Each section includes:

• focus of assessment in Science 2009
• possible related Science enquiries
•. annotated work samples and accompanying criteria sheets
• teaching Science using an Inquiry approach
• planning a Science Inquiry
• implementing a Science Inquiry
• ways of working: investigating, communicating, and reflecting.

Science focus for 2009
Teachers in:
• Years P-1 will focus on the Active Learning Processes organiser of the Early Years Guidelines
• Years 2 and 3 will focus on the Essential Learnings for the Year 3 Juncture/Level 2 Science syllabus
• Years 8 and 9 will focus on the Essential Learnings for the Year 9 Juncture/Level 5 Science syllabus.
The Essential Learnings listed below align with those targeted in the 2009 Queensland Comparable Assessment
Tasks (QCATs) for Science in Years 4, 6 and 9.
The core learning outcomes that align with the Knowledge & Understanding learning statements are indicated
alongside the corresponding learning statements. This can be used in conjunction with the Audit Tool.
Teachers are asked to engage with learning contexts and assessment tasks that align with these aspects of the
Essential Learnings in the specific junctures for their year levels.
Early Years Curriculum Guidelines (Prep – Year 1)

Active learning processes: Investigating the natural world
Children think and enquire by:
• investigating their ideas about phenomena in the natural world
• developing shared understandings about these phenomena.
By the end of Year 3 (Year 3 Juncture)

Ways of Working
Students:
• identify and collect data, information and evidence
• use identified tools, technologies and materials
• draw conclusions and give explanations, using data, information and evidence
• communicate scientific ideas, data, information and evidence, using terminology, illustrations or
representations.
Knowledge and Understanding

Earth and Beyond
Changes in the observable environment influence life.
• Earth and space experience recurring patterns and natural cycles of events, including seasons, weather and
moon phases, and these can affect living things. (EB 2.1, EB 2.2)
Life and Living

Needs, features and functions of living things are related and change over time.
• Change occurs during the life cycle of living things. (LL 2.2)
• Living things depend on the environment and each other. (LL 2.3)

Ways of Working
Students:
• evaluate information and evidence to support data gathered from activities and investigations
• draw conclusions that are supported by evidence, reproducible data and established scientific concepts
• communicate scientific ideas, data and findings, using scientific terminology and formats appropriate to
context and purpose
• reflect on learning to identify new understandings and future applications.

Science as a Human Endeavour
Science relates to students’ own experiences and activities in the community.
• Scientific ideas can be used to explain the development and workings of everyday items.
Earth and Beyond

Changes and patterns in different environments and space have scientific explanations.
• The earth, solar system and universe are dynamic systems. (EB 3.1)
Energy and Change

Actions of forces, and forms and uses of energy, are evident in the everyday world.
• Forces may act at a distance or may need to be in contact with an object to affect it. (EC 3.1)

Ways of Working
Students:
• evaluate information and evidence and identify and analyse errors in data
• draw conclusions that summarise and explain patterns in data and are supported by experimental evidence
and scientific concepts
• communicate scientific ideas, data and evidence, using scientific terminology suited to the context and
purpose

Science impacts on people, their environment and their communities.
• Scientific knowledge has been accumulated and refined over time, and can be used to change the way people
live. (SS 4.1)
Earth and Beyond

Interactions and changes in physical systems and environments can be explained and predicted.
• Gravitational attraction between objects in the solar system holds them in fixed orbits, and has predictable
effects on the earth. (EB 4.1)
Energy and Change

Forces and energy can be identified and analysed to provide explanations that benefit community lifestyles and
decision making.
• The motion of an object changes as a result of the application of opposing or supporting forces. (EC 4.1)

Ways of Working
Students:
• research and analyse data, information and evidence
• evaluate data, information and evidence to identify connections, construct arguments and link results to
theory
• draw conclusions that summarise and explain patterns, and that are consistent with the data and respond to
the question
• communicate scientific ideas, explanations, conclusions, decisions and data, using scientific argument and
terminology, in appropriate formats.

Responsible and informed decisions about real-world issues can be made through the application of science
knowledge.
• Responsible, ethical and informed decisions about social priorities often require the application of scientific
understanding. (minor aspect of SS 5.3)
Earth and Beyond

Events on Earth and in space can be explained using scientific theories and ideas including the geological and
environmental history of the earth and the universe.
• Geological evidence can be interpreted to provide information about past and present events. (EB 5.1, EB 5.2)
Energy and Change

Forces and energy are identified and analysed to help understand and develop technologies and make predictions
about events in the world.
• Energy is conserved when it is transferred or transformed. (EC 5.2)
Natural and Processed Materials

The properties of materials are determined by their structure and their interaction with other materials.
• Chemical reactions can be described using word and balanced equations. (NP 6.2)

Science Inquiries
The inquiries in this resource allow students to:
• apply scientific knowledge to explain and predict events and to reconstruct their understandings of the
physical and biological worlds
• use the practices and dispositions of scientific investigation, reflection and analysis to refine knowledge and
pose new questions
• use scientific language to communicate effectively through engagement with the following organisers and
learning areas:
Active Learning Processes (EYCG)

The focus in Active learning processes is on thinking, investigating, imagining and responding. In this area,
children develop investigative processes, positive dispositions towards investigating, and understandings about
natural, built, social, technological and virtual environments. Children also develop their abilities to express ideas
creatively using a variety of experiences, media and artistic forms related to dance, drama, media, music and
visual arts.
Thinking processes are embedded in all early learning areas. Teachers need to consider explicitly what types of
thinking are included in learning experiences when planning for, interacting with, monitoring and assessing, and
reflecting on learning across the curriculum.
Some important thinking processes evident in the learning statement overviews include inquiring, exploring,
investigating, challenging, planning, evaluating, considering alternative strategies/ways, analysing, reflecting,
predicting, designing and comparing.
Science as a human endeavour (Science & Society)

This organiser is about the way science influences society through its way of thinking and world view as well
as the way societal challenges or social priorities influence the development of scientific research. It highlights
the need for informed, evidence-based decision making about current and future applications of science that
impact on society and the environment and on other social and ethical issues. It acknowledges that science has
advanced through, and is open to, the contributions of many different people from different cultures at different
times in history and offers rewarding career paths.
It acknowledges that in decisions about science and its practices, moral, ethical and social implications must be
taken into account.
Earth and Beyond

The universe, of which the Earth is a part, has many components. Students explore ideas about the dynamic
nature of the Earth, solar system and universe. They develop an understanding of the scales of time and space
over which events on the Earth and in the universe occur. They investigate the many ways in which living things
use the Earth, solar system and universe as resources and recognise the effects of this use.
Life and Living

Living things have great diversity of structure and lifestyle; they interact with each other and with the world in
which they live. Students collect information about the ways organisms live in order to develop an understanding
of those structures which enable living things to function effectively in their environments. Students identify
patterns of interactions within environments. They recognise that these interactions contribute to the dynamics
of environments.
Energy and Change

The world in which we live has been moulded by forces which influence the motion, shape, behaviour and
energy of objects. The efficient control of energy transfer and transformation is integral to the organisation and
development of life.
Students explore the effects of forces in their lives. They consider methods of harnessing energy, the way energy
is used, and the social and environmental consequences of energy use.
Natural and Processed Materials

Properties of materials are determined by their underlying structure. Materials can be grouped according
to different properties. Students study the ideas that scientists have about the structure of materials. They
investigate the properties of materials, how these properties can be changed, and the effect of changes on the
usefulness of materials. They interpret data on factors which affect the rate at which materials react.

P-3 Resources
Engli
Teac sh Re
hing th sourc
e Exp
ositio e
n Gen
s
P -3 R re
Years esou
rces
Years
4&5
Reso ‹
urces
Years
6&7
Reso ‹
urces
8&9
Reso ‹
urces
‹
EARLY YEARS P-3
Expositions CONTENTS. . . . . . . . . . . . . Page
Expository Genre............................................. 34
Resources to support learning and teaching
Distinguishing features of text
This resource package provides support materials for teachers of types within the Expository Genre ......... 35
English in Prep and Years 1, 2 and 3. These materials have been
prepared to assist teachers plan, teach, assess and moderate in Mentor Texts.................................................... 38
the Key Learning Area of English based on the following documents: Annotated Text Models............................... 38
Annotated student work samples

Early Years Curriculum Guidelines with accompanying criteria....................... 42
Language learning & communication: Oral Language
Analysing student texts............................... 46
English Syllabus 1-10 Focus of assessment................................... 47
Sub-strands • Speaking and Listening
• Writing and Shaping Using an Inquiry Approach......................... 50
Teaching the Expository Genre................ 51

English Essential Learnings - QCAR framework
Planning an English Inquiry......................... 52
Organisers • Speaking and Listening
• Writing and Designing Working at the grammatical
• Language Elements level of the text ............................................... 57
• Literary and Non-literary Texts
Please note:
The resources in the following pages of this kit are provided for teachers to:
Requirements for 2009

1. All teachers of English in P-9 select a text type from the genre category of Expositions (see Figure 1, Page 30)
that is developmentally appropriate for the phase of learning.
2. Teachers plan, teach, assess and make judgements about students’ achievement in the focus text type.
3. Teachers use this data to participate in moderation activities within and between schools.
Teachers of P-1:
o identify a negotiated context that provides students with an opportunity to purposefully engage in constructing
a spoken text for the purpose of explaining, or commenting and giving opinions
o gather evidence of students’ learning through everyday classroom experiences
o annotate student sample/demonstration of a spoken expository text
o make judgements about students’ learning and development using EYCG set of rubrics and Level 1 Learning
Outcomes/Year 3 Juncture Essential Learnings.
Teachers of Years 2-3:

o identify a context (connected or English specific) that provides students with an opportunity to construct a text
type for the purpose of explaining, or commenting and giving opinions
o develop criteria that support the making of teacher judgements about the standard of achievement
o annotate student sample of a spoken/signed, written or multimodal expository text
o make judgements about children’s learning and development.

EXPOSITORY GENRE
recommendation
evidence
Figure 1 indicates the text types that students in P-3 can engage with. A full diagram indicating all the text types
covered from P to 9 is included in the English Overview in the introductory section of the CTJ Information Kit.
s: speaking Early years P-3

l: listening *explanation (s, l, r, v, w, d
r: reading )
v: viewing
w: writing
d: designing
d)
l, w,
t (s, *o
en p
m
in
m
io
co
n
(s,
ion
l, r,
vat
v,
ser
w, d
*ob
Traditional,
contemporary and
argue, persuade
and give
opinions
M i d
To Senior Years
e dl
Y
-9
ea
6 rs
ars -5 4
l e Ye
Midd
Figure 1

Distinguishing features of text types within the
Expository Genre
(Materials in this section are adapted from English in Years 1 to 10 Queensland syllabus materials, A guide to
genres in English, Department of Education, Queensland, 1994)
The purpose of this material is to describe the distinguishing features of text types within the Expository genre.
It is for teacher reference. It assists teachers become familiar with the range of text types to enable them to
identify and select features that will help their students to interpret and construct texts. Teachers use their
professional knowledge of their students’ level of language development to model the text appropriately and
scaffold the acquisition of a shared language for talking about the features of the language within the genre.
Explanation
Explaining is a fundamental language process that children are exposed to from an
early age. Young children frequently ask both quite challenging questions and are given
explanations that generally satisfy their thirst for knowledge. The act of explaining
outlines how things work; how tasks are done; and the way events occur. It also involves
Important aspects giving reasons why events occur and why things work as they do. The explanation
involves a logical sequence of events. For students it is an essential genre for
accumulating knowledge about the world and demonstrating that knowledge. Teachers
need to ask the correct questions to provide children with the opportunity to respond
with an appropriate explanation of what they know and understand.
• can be part of procedures and report genres
Relationship with other • can contain descriptions
genres • can be accompanied by visuals such as drawings or diagrams
• t o give an account of how something works or to give reasons for how something
Social Purposes occurs e.g. How does it work? Why does it happen?
Aspects of social Explanations are a widely-used text type in the community as well as across all learning
context areas in the Early Years context.
• the thing being explained and the processes involved. Young children use the
Subject Matter process of explaining for personal experiences and concrete knowledge.
• the person explaining as an expert
Roles • the audience could be a learner or another expert
Context
• xplanations written for young children frequently adopt a friendly tone, avoiding
e
technical language and addressing the reader as in You can see in the diagram…
Relationships • children present explanations in familiar informal contexts for a familiar audience
and their language reflects this
Explaining can be a complex operation for young students, because it requires the
organisation of a sequence of processes (verbs). Students first need to develop in
their oral language and cognitive processing, before they can move from their spoken
Mode explanations towards the process of writing explanations effectively.
• spoken & visual (Years P-1)
• spoken, written & visual (Years 2-3)
Medium • a wide range including encyclopaedias, books, internet, TV programs
title - In P-3, the title tends to be a question such as How does
your toy work? How do you play…?
- In 2-3, How and Why questions are used such as Why
does Cinderella need her fairy godmother’s help to go to
Generic Structure the ball?
Significant textual features
a general statement - which lets the audience know what is being explained
a sequenced - a simple sequence of events
explanation
• Connectives - linking words to indicate time e.g. first, then
Cohesion • Conjunctions - signal words to indicate cause and effect e.g. because
• everyday language
Vocabulary • can be subject-specific e.g. skateboard, helmet, wheels
Participants - noun groups and pronouns that usually refer to general
participants as in wind, computers, living things, they,
Grammar them
Processes - mainly action verbs and verb groups as in changes,
explodes, goes down creating a simple sequence
Visual language • diagrams, drawings and other visuals can carry all or part of the message.

Observation Comment
This early childhood text type capitalises on children’s ability to express their ideas,
thoughts and feelings about their personal experiences or creative endeavours. In
response to someone’s interest, the child talks about the experience and makes a
Important aspects
comment such as I didn’t like that movie. It was scary. The child knows how to express
an opinion and to give a reason for a particular point of view. The comment is an early
example of an argument.
• c omment can lead on to opinions and simple arguments where the student
Relationship with other expresses an individual point of view
genres • often occurs in conjunction with creating artworks, constructions and in play
• can contain elements of description, recount, and explanation
Social Purpose • to interpret and comment on experiences and on responses to them
This text type occurs in the home or classroom when opportunities arise for a child
to share his/her ideas. This may occur incidentally or be planned for by the teacher.
Social context
Sometimes a scribe records the observation comment. Genuine interest and a warm,
accepting environment encourage this expression of ideas.
• is related to the child’s experience
Subject Matter
• can be related to an artwork, construction, experience or text
Context
• child: an information giver, commentator

Roles
• audience: who sometimes scribes at the child’s direction
• udience can be a parent or teacher or less frequently, another child. The child
a
has the knowledge about the experience and a point of view and so is the authority.
Relationships
However, the other person, if an authority figure, is in a position to shape the amount
and type of information given, for example by the type of questioning.
Mode • spoken, visual, written (dependent on child’s level of development)
• face-to-face communication – can include scaffolding and interpretation of a child’s
Medium expression of a point of view
• writing – can be the child’s, or the scribe’s written under the child’s direction
• a brief description
Generic Structure • a comment reflecting on the experience and giving an evaluation/opinion such as I
liked the dog. The child may need encouragement to speak or to elaborate.
• pronoun reference as in I didn’t like that movie. It was too scary; links the ideas. This
Cohesion reference can be unclear although a face-to-face situation allows for clarification and
feedback.
• is informal and depends on the language background of the child
Vocabulary
• can be scaffolded by adult comments
• ersonal opinions are often expressed using thinking and feeling verbs ( these are
p
Grammar
mental verbs) as I think the big dog is funny and jumpy; I like that happy song.
Pronunciation • varies according to the child’s background and development
• r ising intonation from the child can indicate that he/she hasn’t finished speaking;
Intonation and
falling intonation indicates the end of the speaker’s turn and can be a cue for further
rhythm questions.

Opinion
An opinion is a point of view on a topic based on a personal judgment. An opinion is
not necessarily a fact, even if it is supported by a reason. When the child responds by
giving an opinion of a story or giving reasons for their point of view, they are providing
Important aspects an early example of the genre of arguing. The resources used in the genre of arguing
(persuading), especially in speech, are very much part of a child’s everyday life. The aim
in the early years of schooling is to develop this oral proficiency in giving opinions. In time
the students can apply these skills to the written form of the genre.
At this stage of development, opinions often resemble explanations. This is because
arguments and explanations of why, both deal with causes. The distinguishing feature is
Relationship with other that the opinion is concerned with persuasion. The purpose of explanation is to outline a
genres process which may involve some level of interpretation.
• can be part of a description or explanation
• can be accompanied by visuals such as drawings or diagrams
Social Purpose • to express an opinion and to give reasons for a particular point of view
Aspects of social • opinions are a widely-used text type in the community
context
Subject Matter • is related to the child’s experience and interests
Context
Roles • the person putting forward an opinion and giving reasons to support it (expert)
Relationships • the audience being informed of that opinion
• spoken & visual (Years P-1)
Mode
• spoken, written & visual (Years 2-3)
Medium • a wide range including magazines, internet, children’s TV programs
an opening statement - which lets the audience know what is the viewpoint or
proposition as in I think we should save water and protect
our environment.
an elaboration - s imple statement/s providing evidence for the viewpoint
as in: Many places in Australia have a drought and there
Generic Structure is not much water in the dams. The dams dry up quickly
if we use too much water and the environment will get

damaged.
conclusion - c an be included if the speaker/writer chooses to sum up
their viewpoint as in This is why we should save water and
help our environment.
• Conjunctions - Conjunctions can be used to link points in the argument
Cohesion
as in and, because.
• everyday language
Vocabulary
• related to the topic as in Australia, drought, dams
Pronouns (voice) - at this level the personal voice is used for a personal
opinion as in the first person pronouns I, we
Grammar
Processes - Mental (thinking) verbs are used when expressing
opinions as in think, believe
Visual language • diagrams, drawings and other visuals can carry all or part of the message.

MENTOR TEXTS
Mentor texts are published texts. They are quality examples of the kind of writing and designing being required
of students. As authentic texts they demonstrate writing for an authentic purpose and intended audiences and
serve to show the students how to construct the text type well.
The students are introduced to the text as readers. They are then helped to identify the writing skills and
strategies the author is using to achieve a particular purpose within particular stages of the text.
This engagement with the mentor text is highly-focused and short and does not need to deal with the whole text
at a particular ‘reading’. The use of mentor texts demonstrates for students the power of the connection between
reading and writing.
Reference: Dorfman L.R. & Cappelli R. (2007) Mentor Texts. Portland, Maine: Stenhouse Publishers.
annotated TEXT MODELS

If students are to write successfully in a particular genre, they need to become familiar with its purpose and
features through immersion in the genre by exploring sample texts.
The teacher as a writer composes a text which is similar to the one to be written later as a joint construction by
the class and then independently by the students. This text is a model of criteria at an A standard.
In the Modelling Phase, when students are being exposed to examples of the selected genre and text types, the
teacher is able to plan explicitly and use the metalanguage, the language for talking about language and texts, with
students. This explicit teaching develops students’ understanding of the genre category and the particular text
type – its purpose, structure, text organisation, language features and the crafting of writing to influence readers.
The focus of Modelled writing (5-10 minute session) is on the explicit planning and demonstration of selected
writing behaviours. Each modelled writing session builds on students’ experiences, current understandings and
prior knowledge. Students might need many repeated demonstrations before they can apply the understandings
to their own writing. It is important to explicitly model all aspects of writing. It may be benefical to work on the
same text over several Modelled Writing sessions, demonstrating all aspects of writing.
Year 1 Modelled Text: Opinion

Generic Structure Text Model Language Features
Title: Context for Litterbug

opinion (can be
negotiated with
child/children) Cohesion: Use of related words as in
I think we make a lot of litter litter, rubbish, gutter, rubbish
Main Point at school.
Noun pronoun reference as in rubbish, it
Point and When we drop rubbish it can
elaboration Simple conjunctions to link points as in
go into the gutter. The rain
because
can wash it away. It can end
up at the beach and in the Grammar:
Noun groups related to the topic
bush.
Conclusion Thinking verbs when giving an opinion
Don’t be a litterbug!
Capital letters, full stops and use of an
exclamation mark for emphasis

Year 3 Modelled Text: Explanation
The title is a How does Goldilocks make Baby Bear Cohesion: time/sequence
question angry? connectives as first, next, finally,
Goldilocks goes into a house in the woods when, and then, after
Description of the Conjunctions: causal as in
characters and when the three bears are out for a walk.
because
event First, she eats all of Baby Bear’s porridge
because it tastes just right. Vocabulary: topic words as
Explanatory woods, three bears, Baby Bear,
sequence of logical Next, she tries out the three chairs. house, chair, bed…
steps When she sits down on Baby Bear’s chair
she smashes it to pieces. Participants: noun groups adding
detail as little girl, the right
Finally, Goldilocks goes upstairs. She
temperature, neatly-made beds,
climbs on the neatly-made beds and cheeky intruder
chooses Baby Bear’s bed to sleep in.
Baby Bear comes home and he is angry Processes: Verb groups, many
because he has no breakfast. His material/ doing/action as
eats, tries out, sits down, goes,
favourite chair is just wood and bent nails.
chooses
When he goes upstairs he sees the
golden-haired girl in his room. She has Sentences punctuated with
messed his bed after he spent so much capital letters and full stops.
time making it.
Commas and exclamation marks
Conclusion This cheeky girl has caused him a lot of signal meaning. Words bolded for
trouble. Grrr!! Grrr!! emphasis.

ANNOTATED STUDENT WORK SAMPLES WITH
ACCOMPANYING CRITERIA
Prep: A spoken explanation of how a toy works
Context: An informal conversation with the child about his favourite toy and how it works.
The transcript of the student’s conversation illustrates student achievement across the Early Learning phases.
Makes sense Teacher: How does the Thunderbird’s phone work? Uses everyday
of a spoken Child: Yep, (sound from rocket) makes sound from those terms related to
interaction with buttons out the back there the topic as in “Yep,
the teacher Teacher: So you have to push the buttons to make the sound? Ah that’s the one,
Child: Ah (presses a button) stair, sound, back”
and some subject
Communicates Toy: “Times running out brother” specific words as
using an Child: Ah that’s on that one (indicating a particular button. in “base, blasts,
explanation Then presses a different button) Thunderbirds”
in response
to planned or Toy: “Thunderbird 3 to base. Stand by for blast off” (a Relies on simple
unplanned talk noise from rocket) sentences/
in a classroom Child: That’s from the back. statements as in “Ah
context Teacher: How does the rocket get into the air from the that’s on that one;
island? that’s from the back”
Child: Ah well. There is stair. Goes oo oo oo then blasts off Uses simple
Assumes
to get you there. Gets on there and there’s a 4 on connectors to link
a shared
the base. (Referring to the bottom of the rocket) ideas as in “ then
background
blasts off to get you
with the Teacher: And is that up in space?
there; Gets on there
teacher when Child: Yes and there’s a four on
speaking and
Teacher: And how does it get back down from space once it is the base.”
listening
up in space? Uses strategies
Child: Because it goes right in on there. (Attaches parts when speaking
Teacher’s of the toy together) Gets people on there (points to i.e. sound effects
annotations where the people go in the toy) and actions to
>
and then goes pstsh…………… then this goes back convey meaning
there, (positions toy) then the end then goes when lacking the
Student’s text > chinoo…………… (Moves arms to demonstrate) then vocabulary
all the thunderbirds are coming out (gives a wide Interprets simple
gesture). questions
Teacher’s annotations
>

purposes
• interacting with peers and familiar adults using, with support, the conventions associated with formal
and informal group settings, including attentive listening.
Becoming aware Exploring Making Connections Applying

With explicit support, the With support, the child With prompts, the child The child uses vocabulary
child uses simple language tries out new language chooses appropriate needed for classroom
patterns and limited patterns and vocabulary language patterns and learning experiences
vocabulary and listens to and shares some vocabulary for identified and adjusts the use of
discussions about using ideas about language purposes and contributes language patterns, and
language conventions conventions used in social to discussions about conventions for familiar
in social and learning and learning situations. the appropriate use of social and learning
situations. language conventions. situations.
(Exploring Phase in Early Years Curriculum Guidelines)

Prep: A spoken explanation in response to the question:
“Why is that page your favourite?”
Context: The child was asked to tell the teacher about the book she was reading. The child made a comment
about her favourite page. The teacher asked for an explanation as to why it was her favourite page.
The transcript of the student’s spoken explanation illustrates student achievement across the Early Learning
phases.
Makes sense of a Teacher: …and why is that your favourite Provides some background
spoken interaction page? information by providing supporting
with the teacher ideas for the listener as in “I like
Child: Because I like bumble bees bumble bees; the bee…..its loking
and it looks cute (laughs) that way and the honey makes a
Communicates using
because it’s looking that way good background for it”
an explanation in
response to planned and the honey makes a good Uses everyday terms related to the
or unplanned talk in a background for it. topic as in “It looks cute, looking
classroom context that way” and some subject specific
Teacher: Do you know how bees make words as in “nectar, factory, honey
honey? (I don’t.) in pot, bumble bees”
Teacher’s Experiments with more complex
annotations sentence structures to provide
>
Child: They get nectar from flowers some more information as in

and then they stir it up or “Because I like…and it looks…
something and then they um… because its looking.. and its near
and then the bee man put in ..and the honey; Get nectar from
these little pots and they bring flowers…and then …and then…and
it to a little factory maybe and then…and they…and they..and put”
Student’s text > they get some pots and put the
honey in the pots. (Maintains Experiments with strategies when
eye contact with teacher speaking i.e. makes eye contact,
throughout explanation.) smiles at and laughs with the
teacher
Interprets simple questions
Teacher’s annotations >


purposes
• interacting with peers and familiar adults using, with support, the conventions associated with formal
and informal group settings, including attentive listening.
Becoming aware Exploring Making Connections Applying

With explicit support, the With support, the child With prompts, the child The child uses vocabulary
child uses simple language tries out new language chooses appropriate needed for classroom
patterns and limited patterns and vocabulary language patterns and learning experiences
vocabulary and listens to and shares some vocabulary for identified and adjusts the use of
discussions about using ideas about language purposes and contributes language patterns, and
language conventions conventions used in social to discussions about conventions for familiar
in social and learning and learning situations. the appropriate use of social and learning
situations. language conventions. situations.
(Applying Phase in Early Years Curriculum Guidelines)

Year 1: A spoken explanation
Context: The child constructed model machines using environmental materials and wrote the following response to
the question: How does your machine work? This is the first draft scribed by the teacher as the child read back his
writing. (Work Samples English K-6 Board of Studies N.S.W. 1998)
Generic structure I made a wepasnepa. The Language features

The title is the scroo holds the blaDs Togata Cohesion: use of related words as in
teacher’s question: whipper snipper, screw, blades, cut
How does your machine
u open and cLos The blaDs
Grammar:
work? to cat The grs.
Noun groups- related to the topic in
A general statement whipper snipper, screw, blades,
which lets the audience
I made a whipper snipper. The screw Verbs; action verbs to create a
know what is being
holds the blade together. You open and simple sequence as in holds, open,
described/explained.
close the blades to cut the grass close, cut
A simple sequence
Teacher’s Transcript of student’s text Teacher’s
>
annotations annotations
>
>
purposes
• interacting with peers and familiar adults using, with support, the conventions associated with formal and informal
group settings, including attentive listening.
The transcript of the student’s spoken opinion illustrates the student’s demonstration of learning in Level 1of English
KLA Speaking & Listening or demonstration of aspects of the Year 3 Juncture of the English Essential Learnings.
Aspects of Year 3
Level 1 English:
Connections Applying Juncture English
Speaking & Listening
Essential Learnings
With prompts, the child The child uses vocabulary Students: Students:
chooses appropriate needed for classroom • construct brief texts Describe/explain how
language patterns and learning experiences for a small range of something works.
vocabulary for identified and adjusts the use of purposes Cu 1.1.1 Describe subject matter
purposes and contributes language patterns, and
• maintain a topic in a and include supporting
to discussions about conventions for familiar
brief text by drawing on ideas and details.
the appropriate use of social and learning
personal experience or Sequence main ideas
language conventions. situations.
knowledge of familiar using supporting ideas
texts Cu 1.1.2 and details.
• sequence information Use pronouns to take the
in intelligible ways and place of nouns to which
link ideas using simple they are referring.
conjunctions Op 1.1.1
Use conjunctions to join
• use patterns of simple two phrases or clauses.
sentences and some
Select vocabulary to
topic-related words
describe the subject
Op1.1.2
matter.


Year 1: A spoken opinion
Context: Students talked about books they enjoyed and then gave their opinion of their favourite author.
Discussing students’ opinions on topics or issues and asking them why they think that way can be the first steps
in developing the skills of arguments.
Generic structure Transcript of oral text Language features

Cohesion: conjunctions are used to
Begins with a point link points in the point of view as in
as in My favourite
My favourite author is the because, and
author is …, which Chris Van Allsburg because Noun pronoun reference as in Chris
is supported by van Allsburg …he…he
elaborations as in
he makes good books and I
Thinking verbs are used when giving
because he makes like the way he draws and he opinions as in I like
good books and I like teaches lessons. Action verbs in the present tense as
the way he draws…
in makes, draws, teaches
Teacher’s Teacher’s
annotations Transcript of student’s text annotations
>
>
>
purposes
The transcript of the student’s spoken opinion illustrates the student’s demonstration of learning in Level 1of
English KLA Speaking & Listening or demonstration of aspects of the Year 3 Juncture of the English Essential
Learnings.
Aspects of Year 3
Level 1 English:
Connections Applying Juncture English
Speaking & Listening
Essential Learnings
With prompts, the child The child uses vocabulary Students: Students:
chooses appropriate needed for classroom • construct brief texts Convey an opinion that is
language patterns and learning experiences for a small range of positive.
vocabulary for identified and adjusts the use of purposes Cu 1.1.1 Describe subject matter
purposes and contributes language patterns, and
• maintain a topic in a and include supporting
to discussions about conventions for familiar
brief text by drawing on ideas and details.
the appropriate use of social and learning
personal experience or Make meaning clear by
language conventions. situations.
knowledge of familiar sequencing ideas and
texts Cu 1.1.2 information.
• sequence information Use pronouns to take the
in intelligible ways and place of nouns to which
link ideas using simple they are referring.
conjunctions Op 1.1.1
Use conjunctions to join
• use patterns of simple two phrases or clauses.
sentences and some
Select vocabulary to
topic-related words
describe the subject
Op1.1.2
matter.

Year 3 student sample text: A written opinion
Generic Structure Language Features

Title: Context for
opinion (can be Cohesion:
negotiated with child/ Protecting our Environment Use of related words as in
children)
protect, environment, plant
trees
Main Point (Thesis) I think we should plant more trees. Use of word sets as in trees,
trunks, branches, leaves
Noun pronoun reference as in
Point and elaboration Trees soak up gas. It goes into trees, animals, they
to express opinion
their trunks and roots and Conjunctions to link points as in
branchs and leaves. Then they and, then
breath out clean air for animals
Grammar:
and humans to breath in.
Noun groups related to the
topic as in gas, air, wildlife,
animals, environment
Point and elaboration Our wildlife needs to be protected.
to express opinion Verb groups as in soak up,
Trees attract animals to an area breathe out, attract in present
becuse they can find food and tense
shelter there. Thinking verbs used when
giving an opinion
Personal pronouns when giving
Conclusion I think we should plant more trees an opinion as in I & we
(re-statement) Capital letters, full stops
to protect our environment and
Spelling: correct spelling of high
help animals and people. frequency and most topic-
specific words
Teacher’s Teacher’s
annotations Student’s text annotations >
>
>
The student’s written opinion illustrates demonstration of learning in the Year 3 Juncture of the English Essential
Learnings at a Sound Standard as indicated on the criteria sheet on the next page.

Student name: Juncture 3 English Expository Text (Opinion)
Assessable elements
Knowledge and Understanding Constructing Reflecting
Students know and understand tudents construct an opinion about a topic of interest using:
S Students reflect on the effectiveness
that an opinion expresses their • Generic structure: opening statement to identify the topic; the of their language choices and ways of
point of view about a familiar main point/s with elaborations improving their use of English throughout
topic of interest to a familiar the construction of the text.
• Language features: cohesive ties e.g. repeated or related
and/or particular audience.
words, simple pronouns and some simple conjunctions e.g.
and, because, when, to sequence the text; short noun and verb
Task specific descriptors

groups; thinking verbs e.g. I think, I believe; personal voice e.g. Standards
personal pronouns - I and we
The student: The student: The student : Evidence of

• selects subject matter • follows the pattern of generic structure and provides more • makes changes to the text during a Very High
appropriate for a particular elaborating details the writing process to make it more standard
familiar audience • extends the noun and verbs groups to convey more information effective
• develops the subject • uses language features to create a cohesive text • reflects on how the changes made to
matter by providing more • uses punctuation including some commas to signal meaning the text help achieve the purpose of
elaborated details • spells familiar and unfamiliar words ( including some technical the text Evidence of a
words) correctly High Standard
• uses familiar subject • r eplicates the generic structure including the main point as an • uses writing processes of
matter introduction, further point/s and some elaboration planning, drafting, revising, editing,
Evidence
• develops the subject matter • uses simple and compound sentences to build subject matter proofreading, publishing and reflecting
of a Sound
by providing supporting • uses language features to create an organised and sequenced in the construction of the text Standard
details text • reflects on how suggested changes
• uses punctuation to signal meaning to the text may make the meaning
• spells high frequency and topic specific words correctly clearer for the audience
Evidence
of Below
• selects a topic • states the topic and expresses an opinon with a brief explanation • attempts to identify some of the Standard
writing processes used during the
Descriptions of evidence of the standard of work

• develops the subject • uses simple and some compound sentences
matter by including brief • uses some language features; as well as feeling verbs (e.g. I like) construction of the text
supporting details. • uses capitals and full stops to punctuate sentences • reflects on any changes that have Evidence of

• spells some familiar words correctly. been made to the text . Well Below
standard
45
Guiding Questions for analysing student texts in the Early Years
The Framework of Guiding Questions has been provided to assist teachers with their understanding of, and language for,
analysing students’ texts. They are to help teachers annotate student work samples and to see where and how learning
is demonstrated.
MEANING MAKER/
CODE BREAKER TEXT ANALYST
TEXT USER
Text Types 2. How has the student organized the text?
1. Has the student shown a link between the – used modelled structure
purpose of the text and the text type? – replicated typical generic structure
Subject matter 4. What vocabulary choices has the student 5. Has the student
3. What subject matter has the student used to develop the subject matter? chosen to represent
developed? – a small range of topic related words people, places,
events and things?
– Has the student constructed the text – short noun groups with adjectives,
with a small number of simple topic- adjectival phrase – through choice
related ideas? of images, simple
– simple verb groups
fonts, typical
– Has the student sequenced two or more
facial and body
familiar events and ordered information
movements
using some detail and supportive
illustrative material?
Roles and Relationships 7. What type of sentences has the student
6. Has the student shown an awareness of used?
audience in any way? – simple sentences constructed as
statements, commands, questions
and exclamations, some compound
sentences and appropriate punctuation
Mode and Medium 9. How did the student link ideas in the text?
8. What mode of language did the student – using modelled sentence structures,
use (spoken, visual, written, or multimodal)? vocabulary, time referencing
What medium has been used by the student? – using images and simple fonts
– including music, transitions or sound
effects
– using repeated or related words, simple
pronouns and some simple conjunctions
– using borders and transitions
– including some gestures, music or sound
effects
Textual Resources
What strategies have been used to spell
frequently used words and some unknown
words?
– commonly associated sounds of
consonants and short vowels (phonics)
– sound-symbol relationships and
letter patterns (single and two letter
consonants)
– onset and rime
– adding endings with no change to base
word, hearing syllables
– sound symbol relationships (e.g. single
vowel and consonant sounds, blends,
diagraphs, long vowels, silent letter) and
visual letter patterns
– base word and tense or plural endings.
Adapted from the State of Queensland (Queensland Studies Authority) Open Trial Conference (2005)

The focus of assessment in English
in Years Prep and 1
The focus of assessment in Prep and Year 1 is based on the learning statements appropriate for the
construction of an Expository text from the Early Learning Area, Language Learning and Communication: Oral
Language Learning Statement. As students move through the Early Years phases of learning teachers can
make connections with the Knowledge and Understanding learning statements of the Year 3 Juncture English
Essential Learnings. The corresponding core learning outcomes of the English syllabus are indicated alongside
these learning statements.
Early Years Curriculum Guidelines

Learning statement: Children expand their oral language by:
purposes
Making
Becoming aware Exploring Applying
Connections
With explicit With support, the With prompts, The child uses
support, the child tries out new the child chooses vocabulary needed Level 1 English
child uses language patterns appropriate for classroom
KLA: Speaking
simple language and vocabulary and language patterns learning experiences
patterns and shares some ideas and vocabulary for and adjusts the
limited vocabulary about language identified purposes use of language Year 3 Juncture
and listens to conventions used in and contributes to patterns, and Essential
discussions about social and learning discussions about conventions for Learnings
using language situations. the appropriate familiar social and
conventions in use of language learning situations.
social and learning conventions.
situations.
Level 1 English Speaking English Year 3 Juncture Essential Learnings

Students: The purpose of speaking and listening includes exchanging information,
• construct brief texts for a sharing and exploring ideas, entertaining, supporting relationships, giving
small range of purposes Cu opinions and getting things done.
1.1.1 Formal and informal texts are ways of communicating for different
purposes.
Non-literary texts inform, report on events and issues, explain, explore
ideas, express opinions, conduct transactions and negotiate relationships,
goods and services, and give directions.
Non-literary texts can convey an opinion that may be positive or negative.
Cu1.1.1
• maintain a topic in a brief Main ideas and events can be sequenced and subject matter described,
text by drawing on personal including supporting ideas and details. Cu1.1.2
experience or knowledge of
familiar texts Cu 1.1.2
• recall significant clearly stated Speakers and listeners use a number of strategies to make meaning,
information related to the topic including identifying purpose, activating prior knowledge, responding,
Cu1.1.7 questioning, identifying main ideas, monitoring, summarising and reflecting.
Cu1.1.7

• sequence information in In presentations, speakers make meaning clear by sequencing ideas and
intelligible ways and link ideas information and using visual aids, including objects and pictures.
using simple conjunctions Op A sentence can be a single clause or a combination of clauses. Op1.1.1
1.1.1
• use patterns of simple Conjunctions are used to join two phrases or clauses.
sentences and some topic- Vocabulary describes, labels and sequences, and can represent people,
related words Op1.1.2 characters, places, events and things. Op1.1.2
• use volume to suit the social Words and phrasing, volume and pitch can add interest and emphasis,
situation and audience size clarify meaning and be monitored by listeners. Op1.1.3
Op1.1.3
• use intonation appropriate Auditory, spoken, visual and nonverbal elements provide details necessary
for statement, question or for making meaning about the representations of people, places and
command Op1.1.4 things. Op1.1.4
• experiment with different ways Nouns, verbs, adjectives, adverbs and prepositional phrases, develop and
of representing people, places, elaborate ideas and portray people, characters, places, events and things
events and things drawn in different ways.
from own experiences or Vocabulary describes, labels and sequences, and can represent people,
from other texts, by changing: characters, places, events and things. Cr 1.1.1
volume; facial expressions and
gestures; music and sound
effects Cr 1.1.1
The focus of assessment in English in

Years 2 and 3
The focus of assessment in Years 2 and 3 is on the learning statements appropriate for the construction of an
Expository text from the Ways of Working and Knowledge and Understanding components of the Year 3 English
Essential Learnings. The learning statements from the Speaking and the Writing & Designing organisers are
used in conjunction with the learning statements from the organisers of Language Elements and Literary and
Non-literary texts.
The core learning outcomes of the English syllabus are indicated alongside the corresponding learning
statements.
Ways of Working
• identify audience, purpose and text type
• identify main ideas and the sequence of events, and make simple inferences
• recognise and select vocabulary to describe subject matter
• construct simple non-literary texts by planning and by using prior knowledge and experience to match an
audience and purpose
• reflect on and identify how language elements in texts represent people, characters, places, events and things
in similar and different ways.

Speaking involves using oral, aural and gestural elements to interpret and construct texts that
achieve purposes in familiar contexts.
• The purpose of speaking and listening includes exchanging information, sharing and exploring ideas,
entertaining, supporting relationships, giving opinions and getting things done. CU2.1.1
• Speakers can adopt different roles in formal and informal situations. CU2.1.3
• Spoken texts are different from written texts. CU2.1.9
• Statements, questions and commands contribute to making and clarifying meaning during discussions and
conversations. CU2.1.3

• Words and phrasing, volume and pitch can add interest and emphasis, clarify meaning and be monitored by
listeners. OP2.1.3
• In presentations, speakers make meaning clear by sequencing ideas and information and using visual aids,
including objects and pictures. OP2.1.1; OP2.1.4
• Speakers and listeners use a number of strategies to make meaning, including identifying purpose, activating
prior knowledge, responding, questioning, identifying main ideas, monitoring, summarising and reflecting.
CU2.1.7
Writing and designing involve using language elements to construct non-literary texts for familiar
contexts.
• The purpose of writing and designing includes reporting and conveying simple messages and information.
CU2.3.1
• Writers and designers can adopt different roles for different audiences. CU2.3.3
• Words and phrases, symbols, images and audio have meaning. OP2.3.3; OP2.3.6
• Text users make choices about grammar and punctuation. OP2.3.2; OP2.3.4
• Common spelling patterns of monosyllabic words, two-syllable words and high-frequency words, are used to
spell familiar and unfamiliar words. OP 2.3.7
• Writers and designers use a number of active writing strategies, including planning, drafting, revising, editing,
proofreading, publishing and reflecting, and by referring to authoritative sources. CU2.3.4; OP2.3.7
Language Elements – Interpreting and constructing texts involve exploring and using grammar,
punctuation, vocabulary, audio and visual elements, in print-based, electronic and face-to-face
modes in familiar contexts.
• Statements provide information; questions seek information; commands give orders; and exclamations
emphasise or express emotions. CU2.1.3; 2.2.4; 2.2.3
• A sentence can be a single clause or a combination of clauses. OP2.1.1; 2.2.2; 2.3.2
• Text connectives are used to link and sequence things, ideas and events. OP2.3.4; 2.3.5
• Tense is used to indicate time in sentences. OP 2.2.3; 2.3.3
• Nouns, verbs, adjectives, adverbs and prepositional phrases, develop and elaborate ideas and portray people,
characters, places, events and things in different ways. OP 2.1.2; 2.2.3; 2.3.3; CR2.1.1; 2.2.1; 2.2.2; 2.3
• Pronouns take the place of nouns to which they are referring. OP2.1.2; 2.2.3; 2.3.3; 2.3.4
• Conjunctions are used to join two phrases or clauses. OP2.1.2; 2.2.5; 2.3.2
• Punctuation marks, including capital letters, full stops, commas, exclamation marks and question marks,
clarify meaning. OP2.2.5; 2.3.2
• Vocabulary describes, labels and sequences, and can represent people, characters, places, events and things.
OP2.1.2; 2.2.3; 2.3.3; CR2.1.1; 2.1.2; 2.2.2; 2.3
• Auditory, spoken, visual and nonverbal elements provide details necessary for making meaning about the
representations of people, places and things. OP2.1.3; 2.1.4; 2.2.4; 2.3.6
Literary and Non-literary Texts - Students develop an awareness of purpose, audience, subject
matter and text structure of expository texts:
• Texts are produced for particular audiences and their interests. CU2.2.3; 2.3.3
• Formal and informal texts are ways of communicating for different purposes. CU2.1.1; CU2.1.3
• Non-literary texts inform, report on events and issues, explain, explore ideas, express opinions, conduct
transactions and negotiate relationships, goods and services, and give directions. CU2.1.1; 2.2.1; 2.3.1
• Non-literary texts can convey an opinion that may be positive or negative. CU2.1.1; 2.2.1; 2.3.1
• Main ideas and events can be sequenced and subject matter described, including supporting ideas and
details. CU2.1.2; 2.2.2; 2.3.2

USING AN INQUIRY APPROACH
In inquiry-based learning environments, students are engaged in activities that help them actively pose questions,
investigate, solve problems, and draw conclusions about the world around them.
Taking ownership of the inquiry process allows students to become independent thinkers and to be engaged in
meaningful activities that address and explore the questions they have posed.
Questioning is at the core of inquiry learning and drives the teaching and learning The importance of
process. inquiry learning is
that students learn
An inquiry approach to learning is a process that includes students:
how to continue
• formulating a problem or question learning, how to be
• searching through and/or collecting information to address a problem or question lifelong learners.
• making sense of the information
• developing an understanding of, a point of view about, or an answer to a question.
Through an inquiry approach students have the opportunity to:

• build on their existing knowledge and skills
• select topics of interest
• explore a variety of resources (i.e., books, maps, primary source documents, websites, videos, audios,
photographs)
• select the best way to communicate their findings
• share with real-world audiences
• be evaluated on both process and product
• evaluate themselves, their peers, their resources and the process.
AN ENGLISH INQUIRY
A quality inquiry learning sequence in English is based around a key or guiding question. Students explore the
key question, and some supporting questions if appropriate, through a range of texts and language in different
contexts.
Students who engage in an English inquiry into a text type within the Expository Genre could investigate and
discuss connections between:
How the text is made
• Questions can be about author, text, images, words, format and layout.
The structure of the text

• Questions can be about text type, genre, structures and features, language style and choice, and grammar.
How the text relates to life

• Questions can be about making connections with experience, ideas and issues, perspectives on ideas and
issues.
How the author makes choices

• Questions can be about texts as construction, linguistic choice, representation, cultural context.
How we might read the text

• Questions can be about how people from different groups could read the text, including invited readings and
multiple perspectives.
The literary techniques and devices operating in the text

• Questions can be about language, images, point of view and/or layout.
How texts relate to each other

• Questions can be about how other texts may deal with the same topic.

TEACHING THE EXPOSITORY GENRE
Once the text type has been selected, teaching occurs following the four interrelated stages illustrated below. This cycle is used throughout the years of schooling to
support students to systematically develop control of increasingly complex genre patterns.
TEACHING AND LEARNING CYCLE
Deconstruction
Context of Culture Text
Developing Field Knowledge What is the social purpose of this What are the functions of
Joint Construction
genre? Who uses it? Why? the stages?
Before constructing a text we need to Preparation Construction
Context of Situation What are some of the
identify: How do we prepare for the Teacher guides the
What is the subject matter? language features?
• the field/subject matter joint construction of a new students in jointly
Who is taking part in the How do we know what the text?
• students’ prior knowledge constructing a new text in
communication? (Roles and text is about? • build up subject matter the same genre.
• meaningful learning experiences Relationships) What is the relationship knowledge through
• how to organise and record between the writer and the research
What is the mode and medium of
information. communication? reader? • use guideline questions
to scaffold inquiry
Developing Control of Genre

Independent Construction of Text
Critical Literacy • individual writing of text in same Preparation for

Students use the genre in draft independent writing
genre to challenge • c onsultation with teachers and of a text in the same
ideology, theory and peers about writing genre (as for joint
practice. construction)
• editing, reworking of writing
• critical evaluation of success
Consultation with teacher and
peers may occur during a draft.

It may also include aspects of
editing etc.
51
PLANNING AN ENGLISH INQUIRY
Student engagement in learning is enhanced when planning in English is focussed around an inquiry into relevant
aspects of text, language or literacy.
What is the English problem to be solved, question to be answered, significant task to be completed or issue
to be explored through the interpretation or construction of particular texts?
This involves:
• establishing a focus of investigation into the language used to create the texts to explain, analyse, argue,
persuade and give opinions in precise and accurate ways
• exploring connections between the purpose, text type, subject matter, author and audience, mode and
medium in these texts
• introducing students to a process that allows them to talk about the language in the texts they are
interpreting and constructing.
What the teacher may do What the students may do

Negotiate a social context (subject matter and Brainstorm topics of interest and possible audiences.
audience) for this unit with the students. Participate in formulating a group decision.
Suggest options from appropriate text type/s within Decide on an appropriate text type for presenting the
the genre category. information
Lead the development of an inquiry question that Participate in discussion to identify possible directions
connects the text type and its purpose to the social for study.
context.
The teacher:
• creates a task that enables students to demonstrate what they know and can do
• decides on explicit criteria to guide student performance and teacher judgements of the spoken/signed,
written or multimodal exposition
• provides a fair and equitable opportunity for all students to demonstrate what they know and can do.

Discuss the task requirements. Ask questions to clarify the task demands.
Specify criteria for the standards of learning Discuss what this may look like.
achievement.
Indicate clear conditions for learning achievement. Discuss areas for negotiation.
Scaffold the assessment requirements with explicit
teaching and learning.
Developing Field Knowledge Developing Field Knowledge

Purpose: to investigate the concept/topic and the social context of the Before constructing a text we
negotiated text/s. need to identify
This stage involves: • the field/subject matter
• establishing the students’ prior knowledge and understanding of the concept • students’ prior knowledge
and social context to be explored in the expository text
• meaningful learning
• identifying the information to be included – What information do we want to experiences
find out?
• how to organise and record
• planning experiences that will provide the information – How will we find out information.
the information?
What the teacher does What the students do

Establishes the extent of the students’ current knowledge Participate in a discussion around the concept.
and understanding of the concept and build on it. Think Pair Share in groups to initiate the
Uses a KWL to record information. discussion.

Deconstruction Deconstruction
The purpose of this stage is to provide experiences of the text types being Context of Culture
studied. It has two parts – Deconstruction of Context and Deconstruction of the
What is the social purpose
Text. of this genre? Who uses it?
Why?
Deconstruction – Context of Culture & Context of Situation
This step provides an opportunity for students to become familiar with the text Context of Situation
type, its social purpose, possible audiences, text structure and textual features, What is the subject matter?
through immersion in the genre and exploring mentor/sample texts. Who is taking part in the
communication? (Roles and
Relationships)
The teacher adapts language to meet the learning needs of students in the early What is the mode and medium
phases of learning. of communication?

Selects a range and balance of texts that are models of the genre to be studied.
Introduces a model/s of the genre to the class identifying audience and Read and discuss the texts.
purpose.
Asks questions from the point of view of the writer: Answer questions in small or
• Who would write/design this kind of text? whole groups.
• Why would someone write/design this text?
• Who is the intended audience for the text?
• In what other situation would you need to write/design this text?
Asks questions from the point of view of a reader: Answer questions in small or
• Where might you see/find/read/view/listen to this kind of text? whole groups.
• Who would be interested in reading/viewing/listening to this text?
• What information would you expect to find in this text?
• What sorts of occupations would involve reading and writing this type of
text?
• Why might you need to read/view/listen to or write/design a similar text?
Provides sample texts with headings and text titles. Match headings with the text
Provides pictures to support the titles for younger children.
Provides sample texts and audiences. Match sample texts with
possible audiences

Deconstruction – Deconstructing the Text Deconstruction
This step provides an opportunity for teachers and students to investigate the
way the text is structured to achieve its purpose. Explicit teaching sessions Text
include the way the text is organised – Written: e.g. paragraph structure, What are the functions of the
the use of headings, diagrams, graphs, page layout and distinctive language stages?
features of the genre; Multimodal: e.g. logos, symbols, storyboard, colours, What are some of the
framing, transitions, focal point, mood sound effects, body language, distances, language features?
speed and pace, editing How do we know what the text
is about?
What is the relationship
between the writer and the
reader?

Cloze: Blanks out words that have a specific function: topic sentence in each Listen and observe teacher
paragraph, sentence beginnings or processes (verb groups). modelling task.
Models the activity. Work individually, in pairs or
small groups to complete the
cloze.
Sorting: Prepares cut up texts for students to reassemble. Listen and observe teacher
Orders paragraphs or sequence images, matching topic sentences, captions, modelling task
dialogue. Reassembles blocks of text according to generic structure. Work individually, in pairs or
Models the activities with text strips or blocks. small groups to complete the
sorting activity.
Provides two texts - Discussing/Comparing Answer questions in the
Asks the following questions or provides task cards: whole class.
• What is the text about? Work individually, in pairs,
small groups to answer
• How do we know what it is about?
questions on task cards.
• What is the relationship between the writer/designer and the reader/
viewer/listener?
• How can we tell?
• How is the text/information organised?
• How do the sentences/sequences begin? Is there a pattern?
• How are the texts similar/dissimilar?
• How is the text supported – diagrams, labels, headings, music, lighting,
sound effects?
Models locating and/or identifying: Watch and listen to the
• language features– tense, conjunctions, process types and sequencing modelling.
• sentence beginnings; topic sentences Individual, pair, small group
work on highlighting specific
• emotions through facial expression; sound, use of place.
aspects of texts.


Joint Construction Joint Construction
This stage has two steps – Preparation and Construction. It enables students to
build a new text on the basis of shared experiences and knowledge of language Preparation
features of the text type. The teacher scaffolds the process by modelling and How do we prepare for the
reworking. joint construction of a new
text?
Preparation • build up subject matter
knowledge through
This step allows students to build up their field knowledge and provides an
research
opportunity for students to locate, extract, analyse and organise relevant
information in a way that is appropriate to the genre. • use guideline questions
to scaffold inquiry.

Leads the students in Defining the task by asking questions such as: Consider these questions
• What do we really want to find out? when working individually, in
pairs or small groups to help
• What is our purpose?
them define the task.
• What do we need to find this out?
• What are the key ideas, the words/images that represent the topic?
• What do we need to do?
• What genres are appropriate to the topic?
• Who is the audience?
Leads the students in Locating the information by asking questions such as: Consider these questions
• Where can we find the information we want? when working individually,
in pairs or small groups to
• What do we still need to find out?
locate the information they
• What sources and equipment can we use? need.
Brainstorm and record a list
of resources and sources.
Create own set of resources.
Leads the students in Selecting the Information by asking questions such as: Consider these questions
• What information can we use/ leave out? when working individually,
• How relevant is the information we have found?
select the information they
• How credible is the information we have found? need.
Provides models of ways to organise the information appropriate to the genre. Use the organisers to collate
Proformas Tables information.
Retrieval charts Notes
Storyboards Flow chart
Construction of Text Joint Construction

This stage provides an opportunity for the teacher to scaffold the writing of the
text through negotiation and interaction with students. At this stage the teacher Construction
can use ‘think alouds’ and questions to guide the students into understanding Teacher guides the
the text structure and language features as well as developing drafting, editing students in jointly
and proof reading skills. The teacher needs to be confident with the language constructing a new text in
features of the genre in order to guide the structure and wording of the text. the same genre.

Scaffolds the writing of the text by asking questions, thinking aloud, Participate with the teacher in whole
suggesting, modelling language features, drafting and editing. class or groups to write the text.
Discusses the presentation of the text - diagrams, maps, video, Make suggestions for presentation.
chart, brochure, booklet, blog, website, photo story.

Independent Construction Independent Construction of Text
This stage has two steps, preparation and
individual writing. It also includes critical Critical Literacy Individual writing of text Preparation for
literacy. In this stage the teacher’s role is Students use the in same genre in draft independent
vital in providing demonstrations, guidance genre to challenge Consultation with writing of a text
and support as the students move through ideology, theory teachers and peers in the same
the steps that were modelled during the joint and practice. about writing genre. (as for joint
construction stage, either individually, in pairs construction)
Editing, reworking of
or in groups depending on their confidence writing
with writing. Students’ attempts and Critical evaluation of
approximations of the genre are important at success
this stage.
Preparation
In this step the students locate, extract and organise relevant information.

Demonstrates and guides strategies for starting a Select a topic,
new topic. - independently construct a text using same
• Brainstorming information collected for the joint construction
• Clustering - with the same theme but a different subject
• Concept mapping – identifying key words. matter
- within the same broad theme.
Questions concept mapping.
Use the strategies for locating, extracting and
organising information.
Individual Writing of Text

This step involves students drafting, consulting, editing and publishing text.

Is available to work on drafting, consulting and editing Discuss drafts with the teacher, peers or other
with students. support staff.
Uses learning statements and standards as a focus Reflect on the construction of the text when editing,
for the conversations. redrafting, and rewriting.
Identifies steps needed to achieve the standards.
Keeps a checklist of student achievement and needs
as an indication for possible whole class planned
teaching/learning activities during this stage.
Models the editing process. Edit writing.
Suggests tools for publication and supports students Publish.

in publishing their work.
Derewianka, B. (1990). Exploring How Texts Work. Newtown: Primary English Teaching Association.
DSP literacy Project. (1989). The Report Genre. Sydney: Metropolitan East Disadvantaged Schools’ Program.
Murray, N. & Zammit, K. (1992). The Action Pack. Animals. Sydney: Metropolitan East Disadvantaged Schools’ Program.
Hunt, I. (2004). Successful Joint Construction. Pen 96. Newtown: Primary English Teaching Association.

WORKING AT THE GRAMMATICAL LEVEL OF THE TEXT
Explicitly teaching the grammar of the particular text type within the Expository genre assists students in
improving their learning about how language works. In best practice in the teaching of English, the teacher and
the student develop a language to talk about the language. In classroom interactions the teacher models the
grammar to meet student learning needs
Grammar: Whole of Text Level

Whole texts are comprised of clauses that are linked using a range of increasingly complex sentence structures
and cohesive devices that suit the purpose and text type including:
• grammatical patterns and features e.g. theme position and sentence structures
• repeated or related sentence patterns, phrases or words across several clauses
• conjunctions to join clauses
• patterns of and particular choice of words.
Clause
A clause is the basic unit of meaning in Standard Australian English.
A clause:
• conveys a message
• usually contains a verb or verb group
• usually provides information about:
o what is happening
o who is taking part
o the circumstances surrounding the activity (when, where, how).
COHESION
Repeated words
Texts are held together by repeating words particularly nouns and verbs.
Related words
Texts are held together by the related words or word groups within a text.
Pronouns
Texts are held together by pronouns that refer back to nouns, noun groups or clauses e.g. The barn smelled of
hay. It smelled of rope.
Grammar: Sentence and Clause Level

Types of sentences: There are four basic types of sentences.
STATEMENTS QUESTIONS COMMANDS EXCLAMATIONS
The type of sentence used is often determined by the text type. An author can choose a particular type of
sentence. The type of sentence used can indicate the mood of the text.
Simple sentence:
A simple sentence contains a single clause. The clause is an independent clause because it can stand alone and
make sense by itself e.g.
Lester poked Clyde with a stick.
Did Clyde get mad?
Get out of here!
Compound sentence:
A compound sentence contains two or more independent clauses. Each clause in the compound sentence can
stand alone and make sense by itself. The clauses may be linked together by conjunctions such as ‘and’, ‘but’ and
‘or’ e.g.
Clyde turned away and he would not speak.
Lester could hide in the pond or he could find a new home.
He set out at dusk but he really wanted to stay.
Grammar: Word Group and Word Class Level
WORD GROUPS
Word groups are the smaller groups of words that have a particular function in a clause:
• participant, process, attribute and circumstance
• noun group, verb group and prepositional phrase.
Noun groups
Noun Groups:
• provide information about people, places, things and ideas that are involved in a clause
• are built on or formed around a noun
• contain a head noun and attributes to add meaning or description about the head noun
• describe the participants in a clause.
A noun group:
• can be a single noun e.g. Mary had a little lamb.
• can include an article, pointing word, or possessive (determiner) e.g. The boy was lazy. This little piggy went
to market. The king’s men couldn’t put Humpty together again.
• can include one or more adjectives e.g. Mary had a little lamb. Ten fat sausages were sizzling in a pan.
• can include one or more prepositional phrases that describe the noun e.g. The girl with the ragged clothes
was Cinderella.
• can include one or more adjectival clauses that describe the noun e.g. There was an old lady who swallowed
a fly. This is the house that Jack built.
The adjectival clauses often begin with who, whom, whose, which, that and where, which refers to the preceding
noun group.
Sometimes the ‘wh’ or linking word (relative pronoun) is left out e.g. This is the house Jack built.
Participants:
• are the people, places, things or ideas in a clause
• can be nouns, noun groups, pronouns.
Attributes:
• are used to describe participants
• can be adjectives, adjectival phrases and adjectival clauses.
Verbs and verb groups

Processes:
• are doing or action, being, saying, or thinking parts of a clause
• can be verbs or verb groups (including adverbs, modal adverbs and auxiliary verbs or modals).
Circumstances:
• are things that surround the event in a clause (how, when, where and why)
• can be adverbs, adverbial phrases and adverbial clauses.

WORD CLASSES
Word Classes describe or name the word in a word group:
Open word Classes: noun, verb, adjective, adverb
Closed Word Classes: pronoun, preposition, conjunction and article or determiner
Nouns are words that:
• name people, places, things and ideas
• carry information about singular or plural nature of the participants.
Pronouns are words that:
• stand in the place of a noun or noun group.
Adjectives are words that:
• add meaning or description to a noun
• can carry information about possessive.
Adjectival phrase is a group of words that:
• begin with a preposition that adds meaning or description to a noun.
Adjectival clause is a group of words that:
• begin with a relative pronoun, who, whom, whose, which, that and where, that adds meaning or description to
a noun.
Determiners are individual or a group of words that:
• are dependant on the noun they come before
• determine which or whose related to the noun
• may be an article, pointing word or possessive (this level of detailed terminology is not essential for students,
but is included for teachers to develop understanding)
- an article (which one): a, the, an
- a pointing word (which one/s) this, these, those, that
- possessive (who owns it): Mary’s, my, his, their, your.
Verbs are words that:

• are doing, being, having, saying or thinking words
• may stand alone (finite verbs) e.g. I dance.
• may need other words to be complete e.g. I want to dance.
• must agree with the head noun in number that is the subject of a clause. Singular noun has a singular verb
and a plural subject has a plural verb.
- The boy is here.
- The boys are here.
- The horse with two red stirrups was running. The horses with two red stirrups were running.
• must agree with the head noun in person: first, second or third person noun with the appropriate verb
- I like ice-cream. (first person)
- He likes ice-cream. (third person)
• carry tense information
- past tense e.g. Dinosaurs lived a long time ago.
- present tense e.g. Dinosaur models are at Queensland Museum.
- future tense e.g. More displays will be coming to the museum.
- timeless present tense e.g. Dinosaurs are members of the reptile family.
Adapted from: www.qsa.qld.edu.au/yrs1to10/kla/english/support_materials/open_trial/day_1_part_3_grammar.doc

Years 4 & 5
Resources
Engli
Teac sh Re
hing th sourc
e Exp
ositio e
n Gen
s
P-3 R re
Year esou
s4& rces
Years 5 Re
sour
‹
6&7 ces ‹
Years Reso
urces
8&9
Reso ‹
urces
‹
YEARS 4-5
Distinguishing features of text types
This resource package provides support materials for teachers within the Expository Genre....................... 63
of English in Years 4 and 5. These materials have been prepared
to assist teachers plan, teach, assess and moderate in the Key Mentor Texts.................................................... 71
Learning Area of English based on the following documents: Annotated Text Models............................... 72

with accompanying criteria....................... 73
English Syllabus 1-10
Sub-strands • Speaking and Listening Analysing student texts............................... 75
• Writing and Shaping Focus of assessment................................... 76
Using an Inquiry Approach......................... 78

Organisers • Speaking and Listening Teaching the Expository Genre................ 79
• Writing and Designing
• Language Elements Planning an English inquiry......................... 80
• Literary and Non-literary Texts Working at the grammatical
level of the text................................................. 85
Please note:

Teachers of Years 4 and 5:

type for the purpose of explaining, analysing, arguing, persuading and giving opinions
o annotate student sample of a spoken/signed, written, or multimodal expository text
o make judgements about students’ learning and development.

EXPOSITORY GENRE
recommendation
evidence
Figure 1 indicates the text types that students in Years 4 and 5 can engage with. A full diagram indicating all
the text types covered from P to 9 is included in the English Overview in the introductory section of the CTJ
Information Kit.
id d le Years 4-5
s:
l:
speaking
listening M tion (s, l,
na r, v, w, d
r: reading *expla )
v: viewing
w: writing
d: designing , d) *ad
ver
r, v, w ti s
l, em
n (s, en
io t
ss (s,
u
rmal debate (s,

isc
*info
l,
l)
r, v
*d
w,,
ta
cumen ry film (
d)
*do r, v
)
Traditional,
contemporary and
argue, persuade
and give
opinions
i dd M
l e Y
3
e
P-
s6
r
ars -9
ye
ly Ear
To Senior Years
Figure 1

Expository Genre
The purpose of this material is to describe the distinguishing features of text types within the Expository genre. It
is for teacher reference. It assists teachers to identify and select features of text types that their students need
to learn.
Informal Debate
Students who participate in debates have an opportunity to explore, listen, and enjoy learning. Debates give students
additional opportunities to hear their classmates’ views and to express opinions regarding topics that matter to them.
They also help students make important decisions and become critical listeners. The informal debate helps students to
work together to understand common problems.
Informal debate has a number of advantages:

• ebating reflects the learning process. Debate establishes extremes, allowing the viewers and participants to see the
D
areas in between more clearly.
• ebating allows students to explore ideas and arguments in a non-threatening atmosphere, because presentational
D
guidelines are provided.
• ebating is an effective method of acquiring knowledge, as arguments need to be supported by relevant, accurate, and
D
complete information.
• tudents who debate informally learn to recognize the elements of a good argument and to develop further their
S
abilities to speak confidently.
Before an Informal Debate

Some guidelines include the following:
• eachers and students decide on a topic related to material being studied in English. Brainstorming is one way to
T
generate ideas.
• hen a number of ideas have been discussed and a topic has been chosen, two groups of students may be formed.
W
Within each group, individual students or pairs might be responsible for certain tasks (e.g. developing analogies or
rebuttals). Students who watch the debate on one occasion will have a chance to be the debaters next time.
• raw up a checklist of guidelines for preferred debating practice (e.g. a suggested time limit for each speaker, the
D
importance of listening carefully to the other side’s arguments, the need for close cooperation within the group).
• Research and learn some basic types of arguments often used in debate. For example:
o he Straw Person Argument - the practice of supporting a weak viewpoint that is opposite to your own for the
T
purpose of revealing its weaknesses.
o Argument using “Definition” - the practice of persuading an audience that your definition of a particular term is the
correct or accepted one, and then basing your argument on that definition.
o Admission of Uncertainty - giving up “a little” where it will not harm your argument in order to win a more conclusive
point where it will benefit you the most.
o larifying through Analogy - describing a situation or event by comparing it to another situation or event which is
C
immediately relevant to your audience.
The goal of informal debate should be to achieve the fullest possible explanation of both sides of an issue.
During an Informal Debate

Some guidelines for informal debate:
• tudents join groups of six or less people and take 15-20 minutes to prepare arguments. They should choose
S
presenters for each of the arguments. The presenters speak in turn, after each member on the other side makes a
point.
• tudents should be sure not to repeat arguments previously presented, and ensure that a recorder is making a list of
S
all points being made.
• Debaters must remember to focus on the arguments, not the participants, as they listen to the debate.
• tudents from both sides continue the rounds of debate until no new arguments can be made.
S
When all arguments from both sides have been presented, a teacher-led discussion should take place.
continued overpage

Some of the suggested topics for discussion are as follows:
• Of what quality were the presented ideas?
• Which arguments seemed most convincing?
• What ideas were raised that individuals may not have considered?
• Which ideas may have changed certain students’ thinking?
It is not necessary, and in many cases not advisable, to declare a “winning” group for an informal debate. However, if the
teacher and students decide they will declare a winner, then the following way of establishing a winner could be followed:
• every valid and original argument made by each group should receive a mark
• no marks are gained for repeating an argument
• the group with the greatest number of marks wins.
Teachers and students could negotiate on the criteria to establish a winner.
After the Informal Debate

Students may reflect on the debating activity in an individual manner. This might best be done in written form, because
much discussion will already have taken place. Students might:
• compare what they learned during the debate to what they knew before
• research a topic of interest that has arisen due to hearing the debate
• comment on the advantages or disadvantages of the informal debate
• write a letter to a teacher or friend explaining the concerns they have after listening to the debate.
English Language Arts A Curriculum Guide for the Middle Level
http://www.sasked.gov.sk.ca/docs/mla/listen.html#debate

Debate
Debate is a formal way to come to a decision using rules and protocols established
by an organisation, such as parliament, or by other conventions. It is mediated by
Important aspects a chairperson. The essence of debate is that speakers, within set limits, have the
opportunity to speak for or against a proposal, trying as they do so to convince others
to accept the argument of a particular point of view before a decision is made.
• builds on informal spoken discussion which does not always lead to a decision
Relationship with other • can lead to competitive debating
genres • is similar to public and persuasive speeches in its persuasive techniques
• can be a feature of formal meetings
• t o express opinion, to persuade others to a point of view, to come to a decision, can
Social Purpose also include to entertain
Debate, a form of public persuasive speaking, is part of a culturally valued tradition of
Aspects of social decision making. It is widely used in schools and as part of conflict resolution. Successful
context speakers have good rhetorical skills and can use the genre for their own purposes. Its
formal context can exclude groups who have not learnt how to participate in it.
• issues affecting the organisation/group concerned
Subject Matter • business of the organisation/group
• are well defined
Context
Roles • speakers are advocates for a point of view

• chairperson has the guiding hand
• re formal for the chairperson who has power to choose who speaks within the
a
rules of the organisation, and to ensure that the rules are kept, and that votes are
Relationships taken according to approved conventions
• speakers choose to be friendly or more formal according to what suits their
purposes and a particular audience
• is spoken
Mode • can be written, transcribed
• in Hansard, interviews
Medium • usually face-to-face communication in groups such as the classroom, parliament
• can be videoconferencing, teleconferencing, online
• selection of speaker
• speaker supports or opposes proposal
• vote/decision
The first two stages are repeated until all who want to speak have spoken, or until the
chairperson or the regulations governing debate calls a halt.
Includes:
• use of related words. A technique is to paraphrase another speaker’s words using
synonyms with negative connotations.
• use of repetition of own and others’ words and phrases for emphasis
• can be conventional in formal debates, for example, addressing a member of
Generic Structure
Parliament as the honourable member
• can be factual but tends to be mainly emotive as it is used to support the point of
view of the speaker
• interrogative: rhetorical questions are a feature of
persuasive speaking as in What do we want for our
Mood children’s future?
• imperative as in Vote for Dave, your local candidate
• expresses strong obligation as in We must act now
Modality • an experienced speaker’s language sounds more written
than spoken, with longer sentences, embedded clauses
and nominalisations (secondary students)
• re used for rhetorical purposes as in rhythmical
a
Intonations and Rhythm patterns accompanied by table thumping for emphasis
Grammar • exaggeration of these is a feature of public speaking
• includes facial expressions, gesture and stance, often
Nonverbal language
exaggerated for effect.

Discussion (written)
The discussion text type is important in our democratic society as part of decision
Important aspects making. It is meant to examine all sides of the issue before coming to a conclusion.
However it is important to remember that all texts reflect a particular point of view.
• is a development of the spoken discussion, where the topic is explored but not
Relationship with other always resolved
genres • can contain descriptions and explanations
• can involve research skills including notemaking
• t o examine issues fully and make recommendations depending on opinion or
Social Purpose
based on evidence
Business and government often require specialist advice and discussion before
Aspects of social making decisions based on evidence. Students can be asked to write a discussion
context to explore a topic from different points of view or to assess whether they have
understood all aspects of a topic.
Context
Subject Matter • is varied — usually a topic where there are different points of view
• the writer as expert, a researcher or as a person interested in a topic
Roles
• the reader as an information seeker
• sually formal, although it does depend on the audience. The writer has power
u
Relationships to choose the information and recommendations they want to present and the
reader can reject them.
Mode • written
Medium • a wide range from school tasks to published documents
issue - can include a preview
- consisting of a point and an elaboration of it with some
arguments for
Generic Structure details, evidence, examples
- consisting of a point and an elaboration of it with some

arguments against
details, evidence, examples
- time/sequence such as secondly, finally
Cohesion • conjunctions
- causal such as because, so
• factual, can include some technical language depending on the subject and the
Vocabulary
audience
- mainly generic non-human as in computers and human
Participants
as in families
- present-tense verbs tell about actions that are happening
Grammar now, or all the time
Processes - modality gives information about the certainty involved
(high, medium low) as in must, ought to, should, I think,
may, might

Documentary Film (Viewing)
The most common documentary films are usually begun by a television channel with a
certain budget wanting to fill a particular timeslot for a particular audience. Although
Important aspects the finished product may seem to be factual, these and other factors mean that it is
constructed from a particular angle or point of view. The viewer needs to be aware the
text is constructed and not accept the documentary as absolutely factual.
• is flexible and complex
• can be based on an exposition, a discussion, a recount, or any genres which suit the
subject matter and the maker’s processes
Relationship with other
• can contain many genres including explanations, descriptions, recounts, anecdotes,
genres interviews
• is the audiovisual equivalent of the feature article
• involves research, note-taking, interviewing
• to explain, analyse, expose and explore events, phenomena and issues
Social Purpose
• can also include to entertain
The social context strongly influences the range and scope of documentaries.
Documentaries that are entertaining, educational or enlightening set excellent standards
Aspects of social
for the life-long movie watching habit that begins in childhood. Subjects and the content
context need to be appropriate for children, but they don’t always have to gloss over hardships
and problems.
• wide range which includes topical issues, nature, people, events, trends, history,
a
science
• can be selected for its topical interest, universal appeal to an age group, the interest
Subject Matter
of the filmmaker
• as it is a visual medium, the availability of visual material influences the final shape of
the documentary
Context
• t he documentary-maker/producer, though, as in filmmaking, this is usually a

collaborative activity
Roles • the presenter/narrator
• the people in the documentary as subjects, witnesses or experts
• the viewer as information - or entertainment - seeker
• t he television channel or documentary-maker makes choices based on the target
audience and how they are to be positioned in relationship to the documentary, for
Relationships example educated, entertained
• some viewers will accept the main messages of the documentary; other viewers will
be aware of its point of view and how it tries to influence the viewer
- visual
- spoken
Mode
- auditory
- written, including title, credits, subtitles, written information, labels on diagrams
Medium - television, DVD, online, movie
continued overpage

Documentary Film (Viewing) cont’d
The generic structure is varied. Each documentary will have to be analysed individually
to see what genre/s the makers used and why. The following is an example of how
exposition might be used:
title - can indicate a point of view, as in Rainforest, our vanishing
heritage
- can be eye-catching rather than informative as in Invisible
enemies
*background - title sometimes follows this
thesis - ften given by presenter/narrator as a voice-over or talking
o
head
- can be implied in the visuals
Generic Structure
arguments - in selected and sequenced visual material with or without voice-
over and music
- in interviews
- in images, such as computer graphics, maps, graphs,
diagrams
conclusion - c an be a restatement of the point of view, in images and/or
spoken or written words
- can include summing up of evidence, in images and/or spoken
or written words
- can include recommendation/s.
* An optional stage of the genre
• Repetition - of techniques such as the handheld camera
- of images such as sea creature images in a Barrier Reef
documentary
Visual cohesion • Conjunctions - the type of transition that often denotes time, for example a
slow fade shows passing of time
- parallel editing or cutaways where two events are running
parallel, and the film cuts from one to the other to show
contrast
Some features are mentioned above. Others are:
• echnical
T - lighting which can contribute to the atmosphere
codes - different camera techniques such as time-lapse photography
- camera angles, for example a low angle makes the subject
seem more imposing
- selection and ordering of shots can give powerful messages
Visual language - composition and type of shot such as close-up, medium or long
shot
• Symbolic Codes - titles and written information
- their style such as graphics, type of print, background
- placement, at the beginning or after a segment of film
See Constructing Realities: Media Curriculum Guide for Years 1 to 10 and Using visual
texts in primary and secondary English classrooms for more details.
• looking straight at the camera gives the presenter authority
• smiling, and other facial expressions convey the participant’s attitudes
Nonverbal language • other nonverbal language such as folded arms, can also indicate the participants’
attitudes
• where actors are used, their body language conveys certain meanings
• can be technical, informative or everyday depending on the subject
Vocabulary • can be emotive or factual, depending on how the relationship between the viewer and
the image and the image-maker is to develop
Mood - interrogative: questions involve the viewer as in What future do
you want to have?
Grammar
Modality - where the presenter expresses own opinions as in I think…
- sometimes the origin of the opinion is hidden as in It seems…
Intonation and • atural, unrehearsed conversations contrast with the more regular intonation and
n
rhythm rhythm of the presenter’s script, even if it is written in a more spoken style
Pronunciation • varies with the different people in the documentary.

Explanation
Explanations account for how and why things came to be as they are. Explanation is a
Important aspects
foundational genre, and is found as part of a wide variety of texts and contexts.
• can be part of procedures and report genres
genres • can also be called describing a process
• can be accompanied by visuals such as diagrams or flowchart
Social Purpose • to explain how and why things came to be as they are
Explanations are a widely-used genre in the community as well as across all subject
Aspects of social
areas in the school context, especially in science, the social sciences, health and physical
context education.
Subject Matter • the thing being explained and the processes involved
• the writer as expert
Roles
Context
• the reader, who could be a learner or another expert, depending on the context
• egree of formality depends on the audience and their expertise, for example,
d
explanations written for children frequently adopt a friendly tone, avoiding technical
Relationships
language and addressing the reader as in You can see in the diagram…. Students at
this level are beginning to move to more objective, factual language.
• spoken
Mode • written
• visual
Medium • a wide range including encyclopaedias, textbooks, online sites
- for these students how/why statements are used, as in How
title
to use a classroom blog.
- which positions the reader and can have the function of
Generic a general
classifying and describing the particular phenomenon or
structure statement
process to be explained
a sequenced - a sequence of logical steps in a process developed in
explanation paragraphs
- time/sequence such as secondly, finally
Cohesion • Conjunctions
- causal such as As a result …
• usually factual
Vocabulary • subject specific as in download links moving towards the technical HTML. This
depends on students’ level of knowledge and the audience and subject matter.
Participants - can be non-human and generalised such as mountains rather
than Glasshouse Mountains
Processes - many Material/doing verbs such as Peaks tower above the
Grammar eucalypt forests
Timeless present - as in walks, explores because the action is seen as going on all
tense the time
- If the explanation is historical, the past tense is used.
Visual language • diagrams, flowcharts and other visuals can carry all or part of the message.

Persuasive Text (Advertisement)
We are targeted at an early age by advertisers and this continues throughout all stages
of life. We need to be aware of the persuasive power of advertisements, and have the
Important aspects
tools to analyse them critically so that we do not buy things we do not need, and choose
wisely the things we do.
The display advertisement or commercial:
• builds on buying and selling genres
Relationship with other • can adapt other genres including instructions, for example Buy now. Don’t delay. Go
genres to…and save, and signal procedures as in Three steps to a healthier you.
• is placed on billboards, magazines and websites by the advertiser who buys that space
• has the same purpose as commercials seen on TV, DVDs and before movies
• to persuade people to buy a product or a service
Social Purposes
• can also include to create a need, to entertain, to inform, to make money
A great deal of money and research goes into campaigns to persuade us to buy
Aspects of social
one product and not a rival one. Groups in society have become more critical of
context advertisements when they use stereotypes or exploit people.
Subject Matter • products and services, and the environment in which they are used
• advertiser as promoter of a product and a lifestyle
Roles
Context
• potential buyer
• t he advertiser has a target reader group and the advertisement is designed to appeal
to them, offering to fill a need, which can be genuine or created by the advertisement
Relationships itself
• the potential buyer can give in to the appeal of the advertisement, or resist its
persuasion
• written
Mode • visual
• multimodal
Medium • magazines, newspapers, billboards, online and digital texts
A display advertisement has usually one or more of the following basic features, in words
and/or images:
o headline
o name of product or service
Generic
o description of product or service
structure o price of product or service
o seller of the product or service.
The layout has to be eye catching and simple, with easy to read large bold print and
images.
- the product such as music, hip hop artist, beat, rhythm
• se of words
u
- the image such as fun, funky, kids
related to
Cohesion - the selling point such as cheapness, popularity, fashion
• r epetition of - Save! Save! Save! is an easily recognisable slogan
words
• words related to product, image and selling point
• can be factual, emotive, technical, everyday, inventive as in made-up words, play on
Vocabulary
words: it depends on the audience and on the advertising strategy
• can use many superlatives such as biggest, best, cheapest
Participants - You and we can be used to involve the reader as in We know
you expect the best
- attributes such as funky, never-before-price-busting music
package are used frequently
Mood - imperative: commands are frequently used as Buy now, Hurry
on down to…
Grammar - interrogative: questions are often used to involve the reader, as
in Is it true what they say about Aussie kids?
Modality - often expresses certainty and urgency, as in You must act now,
It won’t last.
Tense - present-tense verbs tell about actions that are happening now,
or all the time

Spelling • can be phonetic, especially in advertisements, for example kreepy, skool
• exclamation marks are used often

Punctuation
• is not always standard and is often omitted
Graphic design
• Typeface - varied size, style as in bold typeface, italics, and font
- varied for special effects, for example old English font often used
for Christmas messages
- used unconventionally, for example small print in the middle of a

large white space
- graphics - boxes, shading and colours
- indenting and dot points often where there is a long written text
• Layout - the top left-hand side is a position of importance because we
look there first
Visual language - often the picture is at the top, then the caption, then the text
• Images - in logos
- colour used for associated meanings, for example green may be
restful and associated with nature
- can be drawings, photographs, art reproductions
- angle at which the viewer sees the image, for example a low
angle makes the image imposing
- the framing of the shot, for example, what the focus is, what is
cropped.
For further information see Constructing Realities: Media Curriculum Guide for Years
1-10 and Using visual texts in the primary and secondary English classroom.
MENTOR TEXTS
This engagement with the mentor text is highly-focused and short and does not need to deal with the whole
text at a particular ‘reading’. The use of mentor texts demonstrates for students the power of the connection
between reading and writing.

If students are to write in a particular genre successfully, they need to become familiar with its purpose and
The teacher, as a writer, composes a text which is similar to the one to be written later as a joint construction by
the class, and then independently by the students. This text is a model of criteria at an A standard.
In the Modelling Phase when students are being exposed to examples of the selected genre and text types, the
teacher is able to plan explicitly and use the metalanguage, the language for talking about language and texts,
with students. This explicit teaching develops students’ understanding of the genre category and the particular
text type – its purpose, structure, text organisation, language features and the crafting of writing to influence
readers.
Year 4/5: An explanation

Title: as a statement How to use a classroom wiki Cohesion:

A wiki is a type of collaborative website. It lets Time/sequence as
students communicate online and work together in first, next, when,
A general statement
to plan a group project in their class or with other whenever
to position the reader
classes.
First a class wiki is set up using a website like Conjunctions: cause &
Wetpaint.com. This site lets students add, remove effect as in because, as
and change their ideas in their project.
Next a group of students can sign into the wiki site
Vocabulary: factual
whenever they want. When they add their ideas to
language as in A wiki is;
A sequenced the wiki, each visitor has to use the Edit button and
The site provides; uses
explanation – a the Save button. All the team members can see the
the process
sequence of logical changes.
Technical as in wiki,
steps in a process The web page changes into a document when a links, Wetpaint.com;
member of the group clicks the edit button. The password protected, wiki
student contributes their ideas and starts to build
the online content. When they have added their
ideas they click Save and the document becomes a Grammar:
web page again. Participants (noun
Each member of the group uses the process of Edit, groups) generally non-
Write and Save to change, remove or add ideas to human & generalised as
the wiki. There is also a linking function. This lets in website, educational
the users set up a link in the wiki to other online purposes, technology;
material. This makes the wiki more interactive. human and generalised
as in class, classes,
When the group have finally put all their ideas onto
group of students
the wiki, they have created a group project.
Processes: many
material/doing verb
groups in present tense
as in lets, add, remove,
change, clicks, changes,
>
makes
Visual language: Visual

image accompanied
by written text
demonstrates
understanding and
enhances meaning

Year 4/5: Discussion
Issue Should all children have one TV and computer-free Cohesion: logical
day each week? sequence as in For the
For the yes I think it is a really good idea to turn off yes, For the no
the TV and computers one day in the week. It gives
Argument for:
families a good chance to do some more things
Elaboration with more Conjunctions: cause as in
together. They go outside in nature and ride bikes,
details because, so
go to the beach, camp and hike. This would help
them get more interest in their environment. They
would also become fitter if they were eating healthy Noun-pronoun agreement
food as well. as in families, they, them;
Kids can still make their own plan to have a free kids, their, them
day during the week when the whole family can’t do
Argument for: active things together. They can walk or ride their Paragraphs used for each
Elaboration with more bike to school and home if it is safe. When they get point in the argument.
details home they can’t sit down and keep watching TV
or playing on the computer. They can go outside
and skip, swim and jump on the trampoline or play Judgement vocabulary
basketball or soccer. This will make them have more to evaluate behaviour as
energy and stay healthy. in good chance, more
interest, fitter, healthy,
For the no I think that children have to go to
active, to relax, unhealthy,
Argument against: school and they play at lunchtime and do sports
sit staring, energy, fun.
Elaboration with more and activities in HPE. Lots of kids play sport on
details the weekend and go to training. Some kids go to
dancing and karate. They are active and like to have Processes:
time to relax each day playing on the computer and Modality gives information
watching TV. about the certainty
Conclusion: In my opinion there are two answers yes and no. I involved as in should, I
Recommendation think that turning off the TV and computer is great think, would, will, can, need
Considered because some children are unhealthy and want to to (medium modality).
appropriate for sit staring at a screen all day. They need to have a
different groups of free day to get more energy and have fun with their
children family. Other children can have a timetable so they
can do their homework, have some activity and have
about two hours relaxing watching TV and playing
computer and video games.
Teacher’s Student’s text Teacher’s

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>
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Student name: Year 5 Juncture English Expository Text (Discussion)
74
Assessable elements
Students know and understand Students construct a text that discusses both sides of a negotiated issue Students reflect on the effectiveness of their
that a discussion considers both using: language choices and ways of improving their
sides of an issue and consider • a generic structure that states the issue, arguments with elaborations use of English throughout the construction of
their personal or community and a conclusion with a recommendation the text.
audience when selecting subject • sequences the arguments in logical order using cohesive ties such
matter and the medium for as noun/pronoun agreement, conjunctions, paragraphs and text
presentation. connectives

• judgement vocabulary to evaluate
Standards
• modality to indicate degree of certainty
The student: The student: The student:
• selects subject mater and • states the issue and includes a preview to engage audience interest, • deliberately makes changes and Evidence of
uses research to develop develops a series of elaborated arguments and concludes with some modifications to the text during the a Very High
more elaborated ideas and recommendations writing process to make it more effective standard

supporting details • organises information into sequenced paragraphs to support both sides • reflects on how changes and
• elaborates on subject matter of the discussion modifications made to the text have
to extend meaning (more • builds subject matter through combining clauses to form compound extended meaning for the intended
detail and depth) for the and complex sentences that add authority and certainty audience
intended audience • displays effective choice of language features to construct the subject
matter positively or negatively Evidence of a
• uses punctuation to enhance meaning High standard
• spells familiar and unfamiliar words correctly
• selects subject matter • states the issue to be discussed, develops a sequence of arguments • uses writing processes of planning,
suitable for the purpose of the presented as a point with some elaboration and ends with a conclusion drafting, revising, editing, proofreading,
Evidence
discussion i.e. consider both • separates arguments into paragraphs publishing and reflecting in the
of a Sound
sides of the issue • builds subject matter through combining clauses to form compound construction of the text
standard
• elaborates on subject matter and complex sentences • reflects on how the changes and
by including supporting details • uses language features to convey a position on both sides of the issue modifications made to the text to achieve
for the intended audience • uses punctuation (commas, apostrophes, speech marks) to signal the purpose of discussion
meaning
• spells familiar words and some unfamiliar words correctly Evidence of
Below
• s elects a topic for discussion • states the issue to be discussed, develops points of discussion with brief • attempts to identify some of the writing standard

and identifies the main ideas elaboration processes use during the construction of
of the issue • uses paragraphs to group main ideas the text
• develops the subject matter • builds subject matter through use of simple and compound sentences • reflects on what changes have been made
by including brief supporting • includes some language features to the text Evidence of
details • uses capitals and full stops to punctuate sentences Well Below
• spells some familiar words correctly. standard
Guiding Questions for analysing student texts in Years 4 and 5
is demonstrated.
MEANING MAKER/
TEXT USER
1. What does the text
show the student knows,
believes or does?
2. How has the student shown a link – replicated typical generic structure
between the purpose of the text and – used modelled structure independently
text type choice?
Subject matter 5. What textual resources has the student used to develop 6. How does choice of
4. What subject matter has the the subject matter (type and complexity)? noun and verb groups
student developed? – vocabulary choices made to describe the subject matter the student has used
How has the student organised ideas? – noun groups – descriptive and evaluative represent the subject
matter in particular
– logical sequence of main ideas – noun groups with adjective or adjectival phrases
ways (prioritising certain
– use of paragraphs each containing a – verb groups – type and vocabulary choice information)?
main idea – verb groups with adverbs – similar or different
How has the student developed the – use of adverbial phrases representations
subject matter (type and complexity)?
– developing +ive or –ive
– vocabulary choices made to describe representations
the subject matter
– representation of a point
– noun groups – descriptive and of view
evaluative
– verb groups – type and vocabulary
choice
– inclusion of added detail or argument
of each main idea
Roles and Relationships 8. What type of sentences has the student used? 9. How has the student used
7. What relationship has the student (statements, questions, commands, exclamations and sentence type, vocabulary
developed with the reader/viewer? associated punctuation) choice and modality?
– equal/unequal (Power) What word choices has the student used to develop a – to position readers
– close/distant, formal/informal relationship with audience? – develop certain
(Distance) – vocabulary choices – evaluative words (e.g. mean gossip); relationships
– knowledge or expertise of the topic intensifying words (e.g. very) – express attitudes
(Affect) – modality – strengthen or weaken verbs (e.g. must go,
should go)
10. What mode of language did the – use of paragraphs, topics sentences
student use (written, spoken, visual – tense of sentences (past, present, future)
or multimodal)? – simple compound and complex sentences
What medium has been used by the – conjunctions to link clauses and organize text – adding on,
student? comparing and contrast, time cause and effect, conditions
– patterns of related noun groups and verb groups
– types of pronouns and pronoun referencing
– topic sentences (key idea) at the beginning of paragraphs
– key part of a sentence in theme position (at the beginning
of the sentence)
(Textual Resources)
12. What strategies have been used to spell?
– sound symbol relationships (e.g. single vowel and
consonant sounds, blends, diagraphs, long vowels, silent
letter) and visual letter patterns
– base word and tense or plural endings
– syllables and prefixes and suffixes
– meaning/spelling relationships: derivation of words (e.g.
tri-cycle), meaning aspect of words (e.g. magic/magician,
child/children) compound words, homonyms and
synonyms

Years 4 and 5
The focus of assessment is on the learning statements appropriate for the construction of an Expository text
from the Ways of Working and Knowledge and Understanding components of the Year 5 Juncture of the
English Essential Learnings. The core learning outcomes of the English syllabus are indicated alongside the
corresponding learning statements.
Ways of Working
• identify the relationship between audience, purpose and text type
• identify main ideas and the sequence of events, and make inferences
• construct non-literary texts by planning and developing subject matter, using personal, cultural and social
experiences that match an audience and purpose
• reflect on and describe the effectiveness of language elements and how the language choices represent
people, characters, places, events and things in particular ways.

Speaking involves using oral and gestural elements to construct texts that achieve purposes in
personal and community contexts.
• The purpose of speaking and listening includes informing, presenting simple arguments, negotiating
relationships and transactions, and seeking opinions of others. CU 3.1.1, CU 3.1.4
• Speakers can adopt different roles, and make language choices appropriate to the level of formality. CU 3.1.1,
CU 3.1.4
• Spoken texts have different structures from those of written texts. CU 3.1.1, CU 3.1.4
• Statements, questions and commands generate and maintain discussions and conversations. OP 3.1.3
• Words and phrasing, modulation of volume, pitch, pronunciation and pace enhance expression of ideas, can
be adjusted to match the purpose, audience and context, and are monitored by listeners. OP 3.1.5, OP 3.1.8.
CU 3.1.1, CU 3.1.2, CU 3.1.3, CU 3.1.4, CU 3.1.5, CU 3.1.6.
Writing and designing involve using language elements to construct non-literary texts for
audiences in personal and community contexts.
• The purpose of writing and designing includes entertaining, informing and describing. CU 3.3.1
• Writers and designers can adopt different roles, and make language choices appropriate to the audience. CU
3.3.5
• Words and phrases, symbols, images and audio affect meaning and interpretation. OP 3.3.2. OP 3.3.3, OP
3.3.4, CR 3.3
• Text users make choices about grammar and punctuation, to make meaning. OP 3.3.3, OP 3.3.4, OP 3.3.5,
OP 3.3.7
• Sound, visual and meaning patterns, including word functions, are used to spell single-syllable and multisyllable
words. OP 3.3.6
• Writers and designers refer to authoritative sources and use a number of active writing strategies, including
planning, drafting, revising, editing, proofreading, publishing and reflecting. CU 3.3.1, CU 3.3.2, CU 3.3.3, CU
3.3.4, CU 3.3.5

Language Elements: Interpreting and constructing texts involve making choices about grammar,
punctuation, vocabulary, audio and visual elements in print-based, electronic and face-to-face
modes in personal and community contexts.
• Paragraphs separate ideas in texts and contain a topic sentence. OP3.2.4, OP3.3.5
• A sentence can be simple, compound or complex. OP3.2.2, OP3.3.3
• Subject and verb must agree in terms of person and number. OP3.2.5, OP3.3.3
• Text connectives signal how things, ideas and information are related. OP3.2.4, OP3.3.1, O 3.1.2
• Time connectives and tense are used to locate characters or action in time. OP3.1.2, OP3.2.4, OP3.3.1
• Sentences can indicate what is happening (verbs), who or what is taking part (nouns), what it looks like
(adjectives), and the circumstances surrounding the action (prepositional phrases and adverbs). OP 3.1.2,
OP3.2.2, OP3.2.3, OP3.3.3
• Pronouns refer to nouns within and across sentences. OP 3.1.2, OP 3.2.4, OP 3.3.1, OP 3.3.3
• Conjunctions signal relationships between things, ideas and events. OP 3.1.2, OP 3.2.4, OP 3.3.1, OP 3.3.3
• Punctuation marks, including commas, apostrophes and speech marks, signal meaning in texts. OP3.2.6,
OP3.3.7
• Vocabulary is chosen to express ideas and information in a commonsense or technical way. OP 3.1.2, OP
3.1.4, OP 3.2.4, OP 3.2.5,OP 3.3.2, OP 3.3.3
• Meaning can be made more specific by extending or changing the form of a word OP 3.3.3
• Auditory, spoken, visual and nonverbal elements add meaning to the subject matter and focus the audience’s
attention. OP3.1.5, OP3.1.8, OP3.2.4, OP3.3.4, OP3.3.6
Literary and Non-literary Texts: Making choices about literary and non-literary texts involves
identifying the purpose, audience, subject matter and text structure.
• Aspects of subject matter can be included or omitted to present a point of view. CR 3.1.1, CR 3.1.2, CR 3.2.1,
CR 3.2.2, CR 3.3
• Main ideas are established by identifying who, what, where, when, how and why. OP 3.2.4, OP 3.3.3
• Reports and arguments have structures, including an introduction or a general statement, elaboration of
information or reasons, and a conclusion. OP 3.1.2, OP 3.2.1, OP 3.3.1

An inquiry approach to learning is a process that includes students: that students learn
• formulating a problem or question how to continue
learning, how to be

photographs)
AN ENGLISH INQUIRY
contexts. Students who engage in an English inquiry into a text type within the Expository Genre could investigate
and discuss connections between:
issues.

Deconstruction
Joint Construction
identify: Context of Situation What are some of the
How do we prepare for the Teacher guides the
• meaningful learning experiences knowledge through
Relationships) What is the relationship
information. reader? • use guideline questions
communication?
to scaffold inquiry


genre to challenge • consultation with teachers and of a text in the same
practice. • editing, reworking of writing construction)

editing etc.
79
This involves:

context.
The teacher:

Specify criteria for the standards of learning achievement. Discuss what this may look like.
Indicate clear conditions for learning achievement.. Discuss areas for negotiation.
Scaffold the assessment requirements with explicit teaching and
learning.

find out?
the information?


Why?
Relationships)
What is the mode and medium
of communication?

purpose.
text?
possible audiences

is about?
reader?

cloze.
sorting activity.
viewer/listener?
sound effects?
aspects of texts.


text?
knowledge through
research




this stage.
Preparation






Clause
A clause:
o what is happening
COHESION
Repeated words
Related words
Pronouns
Conjunctions are used to join clauses:
• conjunctions that add ideas and information including and, as well, also, or
• conjunctions that compare or contrast ideas and information including but, also, like, yet
• conjunctions that indicate time or sequence time within a text including then, when, after, before, while, until,
since, later, whenever
• conjunctions that show the cause of an idea, action or information including because, so, so … that, as long as,
if…then, in case

Simple sentence:
Did Clyde get mad?
Get out of here!
Compound sentence:
‘or’ e.g.
Complex sentence:
A complex sentence contains two or more clauses. One clause carries the main message (independent clause)
and the other clause/s (dependent clause/s) elaborate the message in some way. The dependent clause/s rely
on the meaning in the independent clause and cannot stand alone.
Functional grammar works with chunks of meaning called clauses and clause complexes rather than sentences.
A CLAUSE is the largest grammatical unit.
A CLAUSE-COMPLEX is two or more clauses logically connected.
A SENTENCE is a unit that can be made up of one or more clauses.

WORD GROUPS
Noun groups
Noun Groups:
A noun group:
was Cinderella.

The adjectival clauses often begin with who, whom, whose, which, that and where, which refers to the preceding
noun group.
Sometimes the ‘wh’ or linking word (relative pronoun) is left out e.g. This is the house Jack built.
Participants:
Attributes:

Processes:
Examples of Processes
The girl will never run away. The girl may run away. The girl will run away.
The girl is unlikely to run away. The girl could possibly run away. The girl should definitely run away.
The girl might possibly run away. The girl will probably run away. The girl always has to run away.

Circumstances:
WORD CLASSES
a noun.
• may be an article, pointing word or possessive (this level of detailed terminology is not essential for students,
but is included for teachers to develop understanding)

• must agree in number with the head noun that is the subject of a clause. Singular noun has a singular verb
- The boy is here.

Years 6 & 7
Resources
Engli
Teac sh Re
hing th sourc
e Exp
ositio e
n Gen
s
P-3 R re
Years esou
rces
Year
4&5
Reso ‹
s6& urces
Years
7 Re
sour
‹
8&9 ces ‹
Reso
urces
‹
YEARS 6-7
Distinguishing features of text types
This resource package provides support materials for teachers within the Expository Genre....................... 91
of English in Years 6 and 7. These materials have been prepared
to assist teachers plan, teach, assess and moderate in the Key Mentor Texts................................................. 103
Learning Area of English based on the following documents: Annotated Text Models............................ 104

with accompanying criteria.................... 105
Sub-strands • Speaking and Listening Analysing student texts............................ 107
• Writing and Shaping Focus of assessment................................ 108
Using an Inquiry Approach...................... 110

Organisers • Speaking and Listening Teaching the Expository Genre............. 111
• Writing and Designing
• Language Elements Planning an English inquiry...................... 112
• Literary and Non-literary Texts Working at the grammatical
level of the text.............................................. 117
Please note:

Teachers of Years 6 and 7:

type for the purpose of explaining, analysing, arguing, persuading and giving opinions
o annotate student sample of a spoken/signed, written or multimodal expository text
o make judgements about students’ learning and development.

EXPOSITORY GENRE
recommendation
evidence
Information Kit.
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To Senior Years

argue, persuade
and give
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Figure 1

Expository Genre
The purpose of this material is to describe the distinguishing features of text types within the Expository genre. It
is for teacher reference. It assists teachers to identify and select features of text types that their students need
to learn.
Argument (Analytical exposition)

Argument is a tightly organised genre in which a point of view is supported by logical
arguments and evidence. Appealing to the intellect rather than the emotions, it is still a
persuasive text with the writer selecting and omitting information to support a position.
Important aspects Genres in this category often become the means for individuals and groups to sway the
public on major issues affecting society. Factual and academic in tone, it is highly valued
in secondary and tertiary education. Success in examinations in some subject areas
can depend on the student’s experience of and expertise in this genre.
• is different from discussion where the writer explores all sides of an issue and
comes to a decision, based on evidence
• usually requires research skills, including note-making, footnoting and referencing
• can contain explanations and descriptions
Relationship with other • has features in common with discussion and hortatory exposition, such as the use
of supporting arguments
genres • is more subdued in tone than hortatory exposition
• often has a bibliography
• is sometimes called analytical exposition
• is the basis for many school assignments requiring reasoned presentation of an
argument
• t o persuade that something is the case, by explaining, analysing and interpreting
Social Purposes events, issues and phenomena.
Argument is widely used for assessment purposes in Australian educational contexts,
especially in the humanities. Although some originality is expected from the students,
they generally research a body of opinion and evidence which they synthesise and
Aspects of social evaluate. There is often a fine line between synthesising and plagiarising. Some
context individuals, groups and communities accept extensive, word-for-word quoting from
source documents and others do not. Cultural groups also differ about what is
considered relevant to an issue. The academic writing style can pose difficulties for
students until they gain sufficient experience with it.
Context
Subject Matter • is related to a current issue, event or phenomenon, and research connected to it
• writer as expert
• reader who could be a novice or an expert
Roles • student to teacher/lecturer/examiner. The student displays his/her knowledge of
the subject and control of the genre for assessment purposes.
• re distant and usually formal. The expertise of the target reader will affect the
a
Relationships tenor, for example school text books are more reader-friendly than academic
journals.
• written
Mode • visual (multimodal)
• cademic and technical journals, school textbooks, scholarly papers, magazines,
a
Medium newspapers, assignments for school or university
- the introduction to the topic and the statement of the
thesis position of the writer
- the preview or outline of the arguments to follow

– the point the writer is making
Generic Structure argument/s – the elaboration of the point with explanation, more details,
evidence, examples
- restating the writer’s position
restatement
- can include a brief summary of the main arguments
– s ome are implicit, some are related to sequence as in
finally, most are causal as in because
Cohesion • conjunctions – instead of conjunctions, effective writers often use nouns
such as reason, prepositional phrases such as because
of that action and verbs such as cause
Continued overpage
• is usually neutral but can express the writer’s attitude through vocabulary choices
for example responsibility
Vocabulary • is often technical
• can include abstract terms
• synonyms are often used to avoid repetition
Nominalisation and re features of formal texts as in The admiration of a
– a
extended noun phrases large group of fans …
– n ew information at the end of the sentence can be picked
up in the Theme of the next as in Smoking contributes to
throat and lung diseases. These health problems cost the
Theme community…
– Themes often relate to the items in the preview, for

example in the example above, health could have been an
issue previewed in the opening paragraph.
– u sually generic human as in Australians and non-human
as in prejudice except where a specific Participant is
involved as in Macbeth
Grammar Participants
– no authorial I as in I think…
– authorities may be cited specifically as in The Premier
declares … or generally as in Experts agree…
– relational/being/having
Processes – mental/thinking especially in the thesis and its
restatements
– e xpresses the writer’s attitude - usually authoritative and
certain as in This must cease
Modality – passive voice can be used to avoid identifying the
authority, and to sound formal and powerful as in The
opinion has often been voiced
Timeless present tense – some past tense if recounting from historical perspective
• topic sentences – relate to the thesis and/or the preceding paragraph
Paragraphing and
• most paragraphs deal with one main idea, which could be an entire argument or
punctuation one part of it, depending on length and complexity.

genres interviews
Social Purposes
Aspects of social
context need to be appropriate for children, but they don’t always have to gloss over hardships
and problems.
a
science
Subject Matter
of the filmmaker
the documentary
Context

- visual
- spoken
Mode
- auditory
Continued overpage

Documentary Film (Viewing) cont’d
heritage
enemies
o
head
Generic Structure
over and music
- in interviews
diagrams
or written words
documentary
Visual cohesion • Conjunctions - the type of transition that often denotes time, for example a
contrast
• echnical
seem more imposing
shot
attitudes
you want to have?
Grammar
n

Explanation
Explanations account for how and why things came to be as they are. A basic genre,
Important aspects
explanation is found as part of a wide variety of texts and contexts.
• can be part of procedures, complex report genres and longer expository texts
genres • can also be called describing a process
• can be accompanied by visuals such as diagrams or flowcharts
Social Purpose • to explain how and why
Explanations are a widely-used genre in the community as well as across all learning
Aspects of social
areas in the school context, especially in science, the social sciences, health and physical
context education.
Subject Matter • the thing being explained and the processes involved
• the writer as expert
Roles
Context
• the reader, who could be a learner or another expert, depending on the context
• distant, because it is written and there is no personal interaction
• degree of formality depends on the audience and their expertise, for example,
Relationships
explanations written for young children frequently adopt a friendly tone, avoiding
technical language and addressing the reader as in You can see in the diagram…
• written
Mode • visual
• a wide range including encyclopaedias, textbooks
Medium • a wide range including encyclopaedias, textbooks, online sites
- in lower year levels, the title tends to be a question such as
How do volcanoes happen? For older students how/why
title statements are used, as in How volcanoes are formed
- in upper year levels, noun phrases are used as in The formation
of volcanoes
Generic
- which positions the reader: it can be a definition, such as
structure a general Volcanoes are landforms which occur when molten materials
statement break through the earth’s crust; it is sometimes more emotive
as in Volcanic eruptions have buried whole towns.
a sequenced - a sequence of logical steps in a process
explanation
- time/sequence such as secondly

Cohesion • conjunctions
- causal such as As a result …
• usually factual
Vocabulary
• can be technical, depending on the audience and subject matter.
Participants - generally non-human and generalised such as volcanoes,
rather than Krakatoa
Processes - many Material/doing verbs such as They erupt
Timeless present - unless the explanation is historical, the past tense is used
tense
Theme - information at the end of the sentence often becomes the
theme of the next as in Pressure causes the molten material to
Grammar break through onto the surface. This lava flow can extend…
- passive voice is sometimes necessary to use the appropriate
Theme, for example if you are talking about the crater, rather
than the lava, you would say The crater is formed by the lava
not The lava formed a crater
Nominalisation - formal texts often contain nominalisations such as this
formation and extended noun phrases such as the cup-shaped
hollow crater which is formed
Visual language • diagrams, flowcharts and other visuals can carry all or part of the message.

Informal Debate
Students who participate in debates have an opportunity to explore, listen, and enjoy learning. Debates give students
additional opportunities to hear their classmates’ views and to express opinions regarding topics that matter to them.
They also help students to make important decisions and become critical listeners. The informal debate helps students to
work together to understand common problems.
Informal debate has a number of advantages:

• ebating reflects the learning process. Debate establishes extremes, allowing the viewers and participants to see the
D
areas in between more clearly.
• ebating allows students to explore ideas and arguments in a non-threatening atmosphere, because presentational
D
guidelines are provided.
• ebating is an effective method of acquiring knowledge, as arguments need to be supported by relevant, accurate, and
D
complete information.
• tudents who debate informally learn to recognize the elements of a good argument and to further develop their
S
abilities to speak confidently.
Before an Informal Debate

Some guidelines include the following:
• eachers and students decide on a topic related to material being studied in English. Brainstorming is one way to
T
generate ideas.
• hen a number of ideas have been discussed and a topic has been chosen, two groups of students may be formed.
W
Within each group, individual students or pairs might be responsible for certain tasks (e.g. developing analogies or
rebuttals). Students who watch the debate on one occasion will have a chance to be the debaters next time.
• raw up a checklist of guidelines for preferred debating practice (e.g. a suggested time limit for each speaker, the
D
importance of listening carefully to the other side’s arguments, the need for close cooperation within the group).
• Research and learn some basic types of arguments often used in debate. For example:
o T
he Straw Person Argument - the practice of supporting a weak viewpoint that is opposite to your own for the
purpose of revealing its weaknesses.
o Argument using “Definition” - the practice of persuading an audience that your definition of a particular term is the
correct or accepted one, and then basing your argument on that definition.
o Admission of Uncertainty - giving up “a little” where it will not harm your argument in order to win a more conclusive
point where it will benefit you the most.
o C
larifying through Analogy - describing a situation or event by comparing it to another situation or event which is
immediately relevant to your audience.
The goal of informal debate should be to achieve the fullest possible explanation of both sides of an issue.
During an Informal Debate

Some guidelines for informal debate:
• tudents join groups of six or less people and take 15-20 minutes to prepare arguments. They should choose
S
presenters for each of the arguments. The presenters speak in turn, after each member on the other side makes a
point.
• tudents should be sure not to repeat arguments previously presented, and ensure that a recorder is making a list of
S
all points being made.
• Debaters must remember to focus on the arguments, not the participants, as they listen to the debate.
• Students from both sides continue the rounds of debate until no new arguments can be made.
When all arguments from both sides have been presented, a teacher-led discussion should take place.

Some of the suggested topics for discussion are as follows:
• Of what quality were the presented ideas?
• Which arguments seemed most convincing?
• What ideas were raised that individuals may not have considered?
• Which ideas may have changed certain students’ thinking?
It is not necessary, and in many cases not advisable, to declare a “winning” group for an informal debate. However, if the
teacher and students decide, they can declare a winner, then the following way of establishing a winner could be followed:
• every valid and original argument made by each group should receive a mark
• no marks are gained for repeating an argument
• the group with the greatest number of marks wins.
Teachers and students could negotiate on the criteria to establish a winner.
After the Informal Debate

Students may reflect on the debating activity in an individual manner. This might best be done in written form, because
much discussion will already have taken place. Students might:
• compare what they learned during the debate to what they knew before
• research a topic of interest that has arisen due to hearing the debate
• comment on the advantages or disadvantages of the informal debate
• write a letter to a teacher or friend explaining the concerns they have after listening to the debate.
English Language Arts A Curriculum Guide for the Middle Level
http://www.sasked.gov.sk.ca/docs/mla/listen.html#debate

Debate
• t o express opinion, to persuade others to a point of view, to come to a decision, can
Social Purposes also include to entertain
Debate, a form of public persuasive speaking, is part of a culturally valued tradition of
Aspects of social decision making. It is widely used in schools and as part of conflict resolution. Successful
context speakers have good rhetorical skills and can use the genre for their own purposes. Its
formal context can exclude groups who have not learnt how to participate in it.
Context

a
• is spoken
• vote/decision
Includes:
• use of related words. A technique is to paraphrase another speaker’s words using
synonyms with negative connotations.
• can be conventional in formal debates, for example, addressing a member of
Generic Structure Parliament as the honourable member
view of the speaker
• interrogative: rhetorical questions are a feature of
Mood persuasive speaking as in What do we want for our
children’s future?
• an experienced speaker’s language sounds more written
Modality than spoken, with longer sentences, embedded clauses
and nominalisations (secondary students)
• re used for rhetorical purposes as in rhythmical
a
Intonations and Rhythm patterns accompanied by table thumping for emphasis
• includes facial expressions, gesture and stance, often
Nonverbal language
exaggerated for effect.

Letters to the Editor (Persuasive exposition)
A letter to the editor is a business letter sent mainly to newspapers and news magazines.
Most editors reject letters that include inappropriate language or personal attacks on
Important aspects individuals or organisations. Many editors will permit the publication of anonymous letters
where details of the name and address are not printed although they are made available
to the publication. It is an offence to submit a letter under a false name.
• uses business letter format
• uses the greeting: Dear Sir/Madam or Dear Editor
genres • a persuasive text with the writer selecting information to support a position
• t o persuade or to influence the readers’ opinions about issues of concern to the
Social Purpose
readership
The brief expression (200-250/500 words) of an opinion, a complaint, an argument or
information is submitted for publication. Letters to the editor in many publications may be
Aspects of social sent through conventional or electronic mail. Letters can also be sent to entertainment
context and technical magazines. Modern forums for letters to the editor are the electronic
media especially on the internet. Increasingly they are sent to radio and television stations
to be read on news broadcasts and talk radio.
Context
• ften about personalities, events, issues or happenings in current affairs in the

o
Subject Matter
community, the nation or the world
• writer to editor and unknown readers of a newspaper
Roles
• reader as opinion seeker
• sually formal. The writer has the power to present a forceful point of view and the
u
Relationships
reader has the power to reject it or respond from a different point of view.
Mode - written
Medium - newspapers, news magazine, periodical, internet, television, radio
greeting - Dear Sir/Madam; Dear Editor
introduction - - purpose/point of view of the letter; may make reference to a
thesis previous publication
Generic - to support this opinion (and to persuade the reader to the
argument/s
structure writer’s point of view)
conclusion - restatement of thesis plus a recommendation or suggestion
(optional) (optional)
signature - name and address supplied
• conjunctions: used to link points when arguing a point of view
- temporal conjunctions order points in the argument e.g. firstly, secondly, finally
- causal conditional conjunctions link points in a complex sentence e.g. because,
Cohesion
since, if, so, though, unless
- instead of conjunctions, effective writers often use nouns e.g. the reason, the
cause
• related to topic or concern expressed by the writer
• often emotive, using personal and subjective language, e.g. continued neglect of our
homeless youth by uncaring politicians
Vocabulary • can be more effective if it is neutral and objective e.g. Experience in competitions is a
necessary requirement for the development of sporting ability.
• synonyms/antonyms used to create lexical cohesion e.g. politicians, leaders,
authorities; advantage, disadvantage
continued overpage

Participants - first person pronoun I, me, is used to indicate a subjective
opinion
- use of the second person pronoun you or first person plural
we may be used as a form of persuasion e.g. If you commit
yourself to this cause… It is time we all collaborated in an effort
to achieve…
- use of the third person allows the text to be more neutral and
objective e.g. The members of the government need to make up
their minds…
- nominalisation, used to name issues, reasons and extended
Grammar participants (noun phrases), makes the text more compact and
‘written’ e.g. This brutal killing of whales in the protected waters
around Antarctica…
Processes - mental/thinking verbs e.g. think, believe, agree indicate a
particular point of view
- present tense is used to express an opinion about a current
issue or concern
- modality: expresses the writer’s attitude – usually authoritative
and certain as in This behaviour must stop; We could possibly
lose; Perhaps our leaders need to rethink; There is absolutely no
excuse...
• ost paragraphs deal with one main idea as part of the argument to influence the
m
readers’ views
Paragraphing &
• topic sentences express the main idea and support the development of a coherent
punctuation text
• a letter published in a magazine uses conventional punctuation.

Television Documentary (Documentary Film)
Television documentaries are usually initiated by a television channel with a certain budget
wanting to fill a particular timeslot for a particular audience. Although the finished product may
Important aspects seem to be factual, these and other factors mean that it is constructed from a particular angle
or point of view. The viewer needs to be aware of distortions and omissions and not accept the
documentary as absolutely factual.
• can be based on an exposition, a discussion, a recount, or any genres which suit the subject
matter and the maker’s processes
Relationship with • can contain many genres including explanations, descriptions, recounts, anecdotes,
other genres interviews
• has film and radio variants
Social Purposes
The social context strongly influences the range and scope of documentaries. As the
commercial television channels’ income from advertising is largely dependent on ratings, their
Aspects of documentaries have to entertain as well as inform. They often choose controversial topics to
social context increase their audience. Non-commercial channels do not have to attract advertisers, but their
budgets are smaller. Independent documentary makers have to sell their idea to a channel, and
this usually involves compromises.
• a wide range which includes topical issues, nature, people, events, trends, history, science
• can be selected for its topical interest, controversy, universal appeal, the interest of the
Subject matter filmmaker
• as it is a visual medium, the availability of visual material influences the final shape of the
documentary
• the documentary-maker/producer, though, as in filmmaking, this is usually a collaborative
activity
Context

• the television channel or documentary-maker makes choices based on the target audience
and how they are to be positioned in relationship to the documentary, for example
sympathetic, hostile, titillated
• some viewers will accept the main messages and basic premise of the documentary and
Relationships criticise it within this framework; some will read it differently, because of their different
experiences and beliefs; other viewers will be aware of its gaps, silences and inconsistencies
and how it tries to influence the viewer
• people in the documentary can have their message manipulated by the questions asked, by
editing, by conflicting visuals
- visual
- spoken
Mode
- auditory
Medium - television, videotape, computer.
continued overpage

Television Documentary (Documentary Film) cont’d
- is varied. Each will have to be analysed individually to see what genre/s the makers used and
why. The following is an example of how exposition might be used.
- can indicate thesis, as in Rainforest, our vanishing heritage
title
- can be eye-catching rather than informative as in Invisible enemies
background * - title sometimes follows this
- often given by presenter/narrator as a voice-over or talking head

thesis
Generic
- in selected and sequenced visual material with or without voice-over
structure and music
arguments
- in interviews
- in images, such as computer graphics, maps, graphs, diagrams
- can be a restatement of the thesis, in images and/or spoken or
written words
conclusion - can include summing up of evidence, in images and/or spoken or
written words
- can include recommendation/s
- of images such as railway images in a travel documentary
• Conjunctions - juxtaposition of shots can imply the relationship between them, such
as contrast, cause and effect

Visual cohesion
- the type of transition often denotes time, for example a slow fade
shows passing of time
- parallel editing or cutaways where two events are running parallel,
and the film cuts from one to the other to show contrast
• Technical codes - lighting which can contribute to the atmosphere
- different camera techniques such as time-lapse photography
- camera angles, for example, a low angle makes the subject seem
more imposing
- types of transitions such as dissolves, to indicate that text has been
omitted in an interview
- composition and type of shot such as close-up, medium or long shot
Visual language • Symbolic Codes - visual presentation of people indicates point of view, for example
looking into the camera can signify authority; formality of dress
such as shorts and a T-shirt compared with a suit, and location of
the interview such as a kitchen compared with an office, can also
influence credibility
- titles and written information
See Constructing Realities: Media Curriculum Guide for Years 1 to 10 and Using visual texts in
primary and secondary English classrooms for more details.
Nonverbal • smiling, and other facial expressions convey the participant’s attitudes
language • other nonverbal language such as folded arms, also can indicate the participants’ attitudes
• can be technical, depending on the subject
Vocabulary • can be emotive or factual, depending on whether the tenor is to appear neutral or not
• can include languages other than English; sometimes subtitled or translated

Mood − interrogative: rhetorical questions involve the viewer as in What
future is there for our children?
Significant textual features Modality − where there is speculation as in This will cause… Or evaluation as in
This must be…
− where the presenter expresses own opinions as in I think…
Grammar − sometimes the origin of the opinion is hidden as in It seems…
Theme − can be important in signalling the introduction of an argument, for
example Another reason/problem…
− what is emphasised and in focus in a shot is the important part
of the visual message, that is, the visual equivalent of Theme. The
soundtrack can highlight this element too.
Intonation and • natural, unrehearsed conversations contrast with the more regular intonation and rhythm
rhythm of the presenter’s script, even if it is written in a more spoken style
• varies with the different people in the documentary
Pronunciation
• dialects vary.
MENTOR TEXTS
This engagement with the mentor text is highly-focused and short and does not need to deal with the whole
text at a particular ‘reading’. The use of mentor texts demonstrates for students the power of the connection
between reading and writing.

readers.
Year 6/7 Modelled Text: An argument

An Unfair Advantage
Thesis–introduction Cohesion: causal conjunction as in
to the topic & the Drug taking is a disgraceful way of cheating in sport because; conditional conjunction as
and it is a practice that can endanger the life of a in if ;
statement of the noun–pronoun reference as
position of the writer competitor. Performance-enhancing drugs are not in athletes…their, ; we…many
necessary for athletes to reach the pinnacle of their Australians; Grant Hackett …he
sport and win the admiration of the public. However, a Paragraphing: topic sentences
Preview or outline of competitor who uses them to get an unfair advantage relate to the thesis; most paragraphs
arguments to follow deal with a main idea as part of the
risks serious ill-health and even death. argument
There are great numbers of gifted, dedicated and drug- Vocabulary: is mainly neutral and
free athletes who reach the pinnacle of their sport as objective but expresses the writer’s
attitude as in disgraceful, dedicated
Argument 1- can be seen in these Olympics. Michael Phelps and and drug-free
Usain Bolt, have not needed drugs to get an edge over Technical term: EPO
Point being made
their competitors. They have excelled and won without Synonyms: to reduce repetition as in
Elaboration of the cheating and destroying the dream of the athletes who competitor, athlete
point Grammar: extended noun groups/
raced against them to win gold, to stand and see their noun phrases to pack in more
flag raised, and hear the national anthem played. information are features of the more
Athletes are often role models we can respect and formal text as in the admiration
of the public; statistics from
Argument 2- admire. The swimmer Grant Hackett is someone many government analytical laboratories;
Point being made Australians have looked up to because he is talented more advanced and effective testing
and has worked very hard to achieve three medals at process
Elaboration of the three Olympic Games. Would Grant still inspire people Participants (noun groups): are
point usually generic human as in athletes,
if he cheated by taking drugs? Can Ben Johnson, the cyclists except where a specific
Canadian100m sprinter who clearly cheated to win an Participant is referred to as in Grant
Olympic gold medal ever be a role model? Hackett;
The writer does not use I (personal
Argument 3- The unfair advantage gained by taking drugs can voice). The impersonal voice is used
Point being made be linked to many reported examples of athletes to express objective opinion as in The
suffering long term side effects or even dying, after unfair advantage gained by taking
Elaboration of the drugs, the danger to the health of the
using performance enhancing drugs. Statistics from
point athlete
government analytical laboratories show that over Authorities cited generally as in
100 cyclists have died from heart attacks caused from Statistics from government analytical
using EPO, a hormone that increases aerobic capacity. laboratories
Processes (verb groups): The verb ‘to
Conclusion: Governments and large sporting groups should not be’ as in is, are
Call for action tolerate drugs in sport. They must provide more Verb form: Present tense to express
money to create a more advanced and effective testing an opinion about current issues as
(optional) in win, show, (pl), uses, increases (s);
process leading up to competitions to detect athletes The past tense is used for actions in
using drugs to gain an unfair advantage. Cheating the past as in has worked, cheated,
brings disgrace on the athlete and negatively affects have died
Restatement of the image of the sport. The danger to the health of Modality (degree of obligation):
expresses the writer’s attitude —
writer’s position the athlete changes any unfair advantage into a life- usually authoritative and certain as in
threatening disadvantage. should (not) tolerate; must provide
Adapted from a student text by Brayden

Year 7 Student sample text: Letter to the editor
Dear Sir/Madam Textual Features

Generic Structure
Congratulations on your editorial about the need Cohesion: synonyms as in
Use of the for climate change to be a high priority for our
conventions of a leaders, authorities, levels of
leaders at the local, state and national levels. government, the politicians
formal business letter
The changes in weather patterns are having a set up links throughout the
Formal greeting very significant impact on the climate across text to create a coherent
the globe. This impact will definitely increase text
Introduction: outlines if the authorities in our suburbs, cities and Topic sentences: a key
the topic & conveys country continue to do little to reduce fossil sentence sums up the main
the writer’s position. fuel emissions. If these emissions continue to idea of each paragraph.
Reference to previous produce more air pollution they will reduce Topic sentences develop a
letter or article available water, affect patterns of rainfall, and clear line of argument
increase bushfires and storms.
Body of letter: You pointed out that these devastating climatic
Vocabulary: Is usually
Separate paragraphs conditions are something we have to take full
neutral/objective but also
develop the argument responsibility for. We need our elected leaders
expresses the writer’s
logically to take climate change seriously at all levels
opinion and appeals to
of government. The Australian Government
concerned readers as
has to collaborate with big business and with
in congratulations, high
households to address the economic, social and
priority, significant impact,
environmental issues linked to climate change.
devastating climatic
Other levels of government have to work with conditions, collaborate,
the people of Queensland to reduce the amount responsible decisions
of energy used. The State Government can
collaborate with householders to reduce the
amount of energy used for heating and air- Grammar
conditioning. Our local governments have to stop Modality: writer selects
people from making too much rubbish and get modal verbs; uses bold text
them to recycle more. to enhance meaning and
I believe the politicians have to think clearly about to appear authoritative &
Conclusion: certain as in will definitely
what responsible decisions they can make to
summarises opinion increase, has to collaborate,
deal with climate change. They have to work
& includes a call to have to work/ stop/ think
with the people of Australian to put the plans
action
into action.
Signature supplied
Concerned student, Brisbane (name supplied)
Teacher’s Student’s text Teacher’s

>
>
>

Student name: Year 7 Juncture English Expository Text (Persuasive Exposition)
106
Assessable elements
Students know and understand Students construct a letter to the editor about a current news issue using: Students reflect on the effectiveness of their
that a letter to the editor argues • a generic structure that includes a statement of writer’s point of view; language choices and ways of improving their
a particular point of view about arguments in paragraphs to support this opinion and persuade the use of English throughout the construction of
a current news issue. They seek reader; a conclusion as a restatement of the point of view the text.
to influence a wider community • cohesive devices to signal relationships between ideas and sequence
audience represented by the the arguments e.g. as a result, unlike, because
readership of print and online • evaluative language to express opinions and represent the subject
news. matter in particular ways
• neutral/objective vocabulary to establish relationships, express opinions

and persuade others
• mental/thinking verbs to express an opinion
• modality to indicate degree of certainty. Standards
The student: The student: The student: Evidence of

• develops more elaborated • outlines the topic and gives the writer’s opinion; develops logical • deliberately makes changes and a Very High

ideas about the subject matter arguments; restates the position and includes a call to action modifications to the text during the standard
and include selected details to • uses dependent and independent clauses to extend and elaborate ideas writing process to make it more effective
support a position and information • reflects on how changes and
• establishes an authoritative • uses language features to appeal to certain groups modifications made to the text have
role and positions their • uses punctuation to enhance meaning extended meaning for the intended Evidence of a
audience through language • uses authoritative sources to spell unknown words audience High standard
choices
• selects subject matter about • introduces their position, provides details and further evidence and • uses writing processes of planning,
an issue of concern to the restates the position drafting, revising, editing, proofreading,
readership • uses text connectives between sentences to show relationships publishing and reflecting in the
Evidence
• presents an argument to between ideas e.g. however, therefore, finally construction of the text
of a Sound
support their opinion about the • uses conjunctions within sentences to show cause and effect, • reflects on how the changes and
standard
issue comparison and contrast e.g. as a result, unlike, because modifications made to the text to achieve
• uses language features to establish relationships and present subject the purpose of discussion
matter from a particular perspective
• uses punctuation (full stop, capital letters, commas, apostrophes,
quotation marks and brackets) to signal meaning Evidence of
• uses correct spelling for familiar and topic related words Below
standard
• c hooses an issue of concern • uses a sequenced text structure that includes an introduction, a body • attempts to identify some of the writing

and identifies some main and a conclusion processes use during the construction of
ideas related to the topic • organises text into paragraphs containing related information the text
• makes language choices to • uses some appropriate language features • reflects on what changes have been made Evidence of
support their point of view. • uses some punctuation correctly to the text Well Below
• uses correct spelling for familiar words. standard
is demonstrated.
MEANING MAKER/
TEXT USER
1. What does the text
show the student knows,
believes or does?
2. How has the student shown a link – replicated typical generic structure
between the purpose of the text and – used modelled structure independently
text type choice?
Subject matter 5. What textual resources has the student used to develop 6. How does choice of
4. What subject matter has the the subject matter (type and complexity)? noun and verb groups
student developed? – vocabulary choices made to describe the subject matter the student has used
How has the student organised ideas? – noun groups – descriptive and evaluative represent the subject
matter in particular
– logical sequence of main ideas – noun groups with adjective or adjectival phrases
ways (prioritising certain
– use of paragraphs each containing a – verb groups – type and vocabulary choice information)?
main idea – verb groups with adverbs – similar or different
How has the student developed the – use of adverbial phrases representations
subject matter (type and complexity)?
– developing +ive or –ive
– vocabulary choices made to describe representations
the subject matter
– representation of a point
– noun groups – descriptive and of view
evaluative
– verb groups – type and vocabulary
choice
– inclusion of added detail or argument
of each main idea
Roles and Relationships 8. What type of sentences has the student used? 9. How has the student used
7. What relationship has the student (statements, questions, commands, exclamations and sentence type, vocabulary
developed with the reader/viewer? associated punctuation) choice and modality?
– equal/unequal (Power) What word choices has the student used to develop a – to position readers
– close/distant, formal/informal relationship with audience? – develop certain
(Distance) – vocabulary choices – evaluative words (e.g. mean gossip); relationships
– knowledge or expertise of the topic intensifying words (e.g. very) – express attitudes
(Affect) – modality – strengthen or weaken verbs (e.g. must go,
should go)
10. What mode of language did the – use of paragraphs, topics sentences
student use (written, spoken, visual – tense of sentences (past, present, future)
or multimodal)? – simple compound and complex sentences
What medium has been used by the – conjunctions to link clauses and organize text – adding on,
student? comparing and contrast, time cause and effect, conditions
– patterns of related noun groups and verb groups
– types of pronouns and pronoun referencing
– topic sentences (key idea) at the beginning of paragraphs
– key part of a sentence in theme position (at the beginning
of the sentence)
(Textual Resources)
12. What strategies have been used to spell?
– sound symbol relationships (e.g. single vowel and
consonant sounds, blends, diagraphs, long vowels, silent
letter) and visual letter patterns
– base word and tense or plural endings
– syllables and prefixes and suffixes
– meaning/spelling relationships: derivation of words (e.g.
tri-cycle), meaning aspect of words (e.g. magic/magician,
child/children) compound words, homonyms and
synonyms

Years 6 and 7
Ways of Working
• identify and demonstrate the relationship between audience, subject matter, purpose and text type
• recognise and select vocabulary
• construct non-literary texts to express meanings and messages, to identify causes and effects, and to state
positions supported by evidence

Speaking involves using oral and gestural elements to construct texts that achieve purposes
across wider community contexts.
• The purpose of speaking and listening includes advancing opinions, discussing, persuading others to a point of
view, influencing transactions, and establishing and maintaining relationships. C4.1.1; 4.1.5
• Statements, questions and commands can use language that positions and represents ideas and information.
CR 4.1.1
• Words and phrasing, syntax, cohesion, repetition, pronunciation, pause, pace, pitch and volume establish
mood, signal relationships, create effect and are monitored by listeners. OP 4.1.2; 4.1.3; 4.1.5; 4.1.6
• Nonverbal elements, including facial expressions, gestures and body language, establish mood, signal
relationships, create effect and are monitored by listeners. OP 4.1.3; 4.1.6
• In presentations, speakers make meaning clear by organising subject matter, identifying their role and
selecting relevant resources. CU 4.1.3; 4.1.4; OP 4.1.3
prior knowledge, responding, questioning, identifying main ideas, monitoring, summarising and reflecting. CU
4.1.1; 4.1.2 – 4.1.8
audiences across wider community contexts.
• The purpose of writing and designing includes evoking emotion, persuading and informing. CU 4.3.1
• Writers and designers establish roles, make assumptions about their audience and position them through
language choices. CU 4.3.1; CR 4.3
• Words and phrases, symbols, images and audio affect meaning and position an audience. OP 4.3.2; CR 4.3
• Text users make choices about grammar and punctuation, to establish meaning. OP 4.3.2; 4.3.3; 4.3.4; 4.3.6
• Knowledge of word origins and sound and visual patterns, including base words, prefixes and suffixes, syntax
and semantics, is used by writers and designers when spelling. OP 4.3.5
planning, drafting, revising, editing, proofreading, publishing and reflecting

Language Elements: Interpreting and constructing texts involve selecting and controlling choices
about grammar, punctuation, vocabulary, audio and visual elements, in print-based, electronic and
face-to-face modes across wider community contexts.
• Paragraphs sequence information and arguments, and include topic sentences that emphasise a point or
argument. OP 4.2.1; 4.3.1
• Dependent clauses require independent clauses to make meaning in a sentence. OP 4.1.1; 4.2.1; 4.3.4
• Pronoun–noun agreement, subject–verb agreement and maintaining tense support cohesion across a
paragraph. OP 4.1.1
• Cohesive devices and other text connectives within and between sentences signal relationships between
ideas, including cause-and-effect and comparison and contrast. OP 4.1.4; 4.2.1; 4.3.4
• Noun groups and verb groups are used to provide specific descriptions of subject matter, express degrees
of certainty and uncertainty, and develop characterisation, setting and plot. CU 4.2.3; 4.3.3; OP 4.1.2; 4.1.5;
4.2.2; 4.2.3; 4.2.4; 4.3.3; 4.3.4
• High-frequency words are replaced by more complex forms of vocabulary and give more specific descriptions.
OP 4.1.2; 4.1.5; 4.2.2; 4.2.3; 4.2.4; 4.3.2; 4.3.3
• Evaluative language, including adjectives, can appeal to certain groups, express opinions, and represent
people, characters, places, events and things in different ways. OP 4.1.5; 4.2.2; 4.3.2
• Punctuation, including quotation marks and brackets, signals meaning. OP 4.3.6
• Vocabulary is chosen to establish relationships, persuade others, describe ideas and demonstrate knowledge.
OP 4.1.2; 4.2.4; 4.3.2; CR 4.2.1; 4.3
• Auditory, spoken, visual and nonverbal elements add meaning, interest, immediacy and authority to multimedia
texts. OP 4.1.3; 4.1.6; 4.2.5; 4.3.5
Literary and Non-literary texts: Evaluating literary and non-literary texts involves understanding
the purpose, audience, subject matter and text structure.
• Texts present subject matter from a particular perspective. CR 4.1.1; 4.1.2; 4.1.3; 4.2.1; 4.2.2; 4.2.3; 4.3
• Non-literary texts evaluate, inform, present arguments and persuade. CU 4.1.1; 4.1.5; 4.2.1; 4.3.1
• Arguments have a particular structure, including an introduction that identifies a position, a body with details
and further evidence, and a conclusion that restates the position. OP 4.1.1; 4.2.1; 4.3.1
• Main ideas, issues and events are selected and organised to sustain a point of view and to project a level of
authority that matches a purpose and an intended audience. CU 4.1.2; 4.1.3; 4.1.4; 4.1.8; 4.3.2; CR 4.1.2;
4.1.3; 4.2.1; 4.3

that students learn
An inquiry approach to learning is a process that includes students:
how to continue
• formulating a problem or question learning, how to be

photographs)
AN ENGLISH INQUIRY
issues.

Deconstruction
Joint Construction
identify: Context of Situation What are some of the
How do we prepare for the Teacher guides the
• meaningful learning experiences knowledge through
Relationships) What is the relationship
information. reader? • use guideline questions
communication?
to scaffold inquiry



editing etc.
111
This involves:

context.
The teacher:

Specify criteria for the standards of learning achievement. Discuss what this may look like.
Scaffold the assessment requirements with explicit teaching and
learning.

find out?
the information?


Why?
Relationships)
of communication?

purpose.
text?
possible audiences

is about?
reader?

cloze.
sorting activity.
viewer/listener?
sound effects?
aspects of texts.


text?
knowledge through
research




this stage.
Preparation






Clause
A clause:
o what is happening
Theme Position
The theme comes first in a clause. It is the predominant part. Theme position and patterns of theme reveal the
key messages of a text.
Rheme is the remainder of the clause. e.g.
The blue car raced around the mountain.
Around the mountain raced the blue car.
Racing around the mountain was the blue car.
COHESION
Repeated words
Related words
Pronouns
Ellipsis
Texts can be held together by words that are left out but whose meanings are understood. e.g. Jim ran across
the road but Jessica walked (across the road).
if…then, in case
NOMINALISTION
The process of forming nouns from words of other classes (eg ‘invention’ from ‘invent’, ‘honesty’ from ‘honest’) to
make a text more compact and ‘written-like’.

Simple sentence:
Did Clyde get mad?
Get out of here!
Compound sentence:
‘or’ e.g.
Complex sentence:
In a complex sentence the dependent clause can be rank shifted to give greater emphasis to that clause. e.g.
Lester did not sleep a wink because he was rigid with fright.
If he had not been so naughty, Lester would have been home for the night.
Exclamations

WORD GROUPS
Noun groups
Noun Groups:
A noun group:
was Cinderella.
Participants:
Attributes:

Processes:
Modality indicates level of:
• usualness e.g. often, sometimes, always, never
• certainty e.g. possibly, probably, maybe
• obligation e.g. must, should, will, ought.

Circumstances:

WORD CLASSES
a noun.
• may be an article, pointing word or possessive

- The boy is here.

Engli
Teac sh Re
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Years 8 & 9
Resources
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YEARS 8-9
Focus of assessment................................ 122
Expository Genre.......................................... 124
This resource package provides support materials for teachers
of English in Years 8 and 9. These materials have been prepared Distinguishing features of text types
to assist teachers plan, teach, assess and moderate in the Key within the Expository Genre.................... 125
Learning Area of English based on the following documents: Annotated Text Models............................ 140
Annotated student work samples with

accompanying criteria.............................. 141
Sub-strands • Speaking and Listening Guiding questions for Analysing
• Writing and Shaping student texts.................................................. 143
Using an Inquiry Approach...................... 144

English Essential Learnings - QCAR framework Planning an English inquiry...................... 145
Organisers • Speaking and Listening
• Writing and Designing Teaching the Expository Genre............. 146
• Language Elements
Working at the grammatical level of
• Literary and Non-literary Texts
the text ............................................................ 152
Requirements for Years 8 & 9 Teachers of English

o Identify a context (connected or English specific) that provides students with an opportunity to construct a text
type for the purpose of explaining, analysing, arguing, persuading and giving opinions.
o Develop criteria that support the making of teacher judgements about the standard of achievement.
o Annotate student sample of a spoken/signed, written or multimodal expository text.
o Make judgements about each student’s learning and development.
The resources in the following pages of this kit are provided for Years 8 & 9 teachers to:
• adapt to suit their particular student group/s and learning context

Years 8 and 9
Ways of Working
• demonstrate and analyse the relationship between audience, subject matter, purpose and text type
• construct non-literary texts by planning and organising subject matter according to specific text structure and
referring to other texts
• reflect on learning, apply new understandings and justify future applications.

Speaking involves using oral and gestural elements to construct texts that achieve purposes
across local, national and global contexts.
• The purpose of speaking and listening includes examining issues, evaluating opinions, convincing others, and
managing relationships and transactions. CU 5.1.1
• Speakers make assumptions about listeners to position and promote a point of view, and to plan and present
subject matter. CR 5.1.1
• Spoken texts have a range of structures and can be delivered in a number of mediums. CU 5.1.3; OP 5.1.1
• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues
of a topic and sustain a point of view.
• In presentations, speakers make meaning clear by organising subject matter, and by selecting resources that
support the role they have taken as the speaker and the relationship they wish to establish with the audience.
OP 5.1.2
audiences across local, national and global contexts.
• The purpose of writing and designing includes parodying, analysing and arguing. CU 5.3.1
• Writers and designers establish and maintain roles and relationships by recognising the beliefs and cultural
background of their audience, and by making specific language choices. CU 5.3.2; CR 5.3.1, 5.3.2
• Words and phrases, symbols, images and audio affect meaning and establish and maintain roles and
relationships to influence an audience. CU 5.3.2
• Text users make choices about grammar and punctuation, to affect meaning. OP 5.3.4, 5.3.6
• Writers and designers draw on their knowledge of word origins, sound and visual patterns, syntax and
semantics to spell. OP 5.3.7
planning, drafting, revising, editing, proofreading, publishing and reflecting.

Language Elements: Interpreting and constructing texts involve manipulating grammar,
punctuation, vocabulary, audio and visual elements, in print-based, electronic and face-to-face
modes across local, national and global contexts.
• Paragraphs build and sustain cohesion and develop a central idea. Op 5.2.1; OP 5.3.2
• Active voice and passive voice change the subject and the focus in a sentence. Aspects of OP 5.2.2
• Relationships between ideas in texts are signalled by connectives to sequence and contrast ideas, show cause
and effect, and clarify or add information. OP 5.2.1; OP 5.3.5; OP 5.1.1; OP 5.1.3
• Adjectives and adverbs are used to express attitudes and make judgments and/or evoke emotions. OP 5.2.2;
5.3.4; OP 5.1.2; OP 5.1.3
• Modal auxiliary verbs are selected to convey degrees of certainty, probability or obligation to suit the text type.
OP 5.2.2; OP 5.3.4; OP 5.1.1; OP 5.1.3
• Nominalisation (turning verbs into nouns) can be used to compress ideas and information, and to add
formality to a text. Aspects of OP 5.2.2
• Punctuation, including colons and semicolons, signals meaning. OP 5.2.1; OP 5.3.6
• Vocabulary is chosen to establish roles and relationships with an audience, including the demonstration of
personal authority and credibility. CU 5.2.3; CR 5.2.2; CR 5.3.2
• Auditory, spoken, visual and nonverbal elements, including the use of sound fades, dissolves, cuts, hyperlinks,
camera angles and shot types, can be combined to position an audience. Aspects of OP 5.3.8; OP 5.2.2; OP
5.1.2; OP 5.1.4
Literary and Non-literary texts: Manipulating literary and non-literary texts involves analysing the
purpose, audience, subject matter and text structure.
• Audiences can be positioned to view characters and ideas in particular ways and these views can be
questioned. CR 5.1.1; CR 5.1.2; CR 5.2.2; CR 5.3.2
• Texts can reflect an author’s point of view, beliefs and cultural understandings. CR 5.1.1; CR 5.1.2; CR 5.2.1;
CR 5.3.1
• Comparison, contrast, exaggeration and juxtaposition are used to create emotional responses. Aspects of OP
5.1.1; OP 5.1.3; OP 5.2.1; OP 5.3.3
• Non-literary texts analyse, inform, argue and persuade. Aspects of CU 5.2.3; CU 5.1.1
• Non-literary texts can focus on a major point that is supported by elaboration. Aspects of OP 5.1.1, OP 5.1.3,
OP 5.2.1 & OP 5.3.1
• Reasoning, points of view and judgments are supported by evidence that can refer to authoritative sources.
• Non-literary texts can conclude with recommendations, restating the main arguments or summarising a
position.

EXPOSITORY GENRE
recommendation
evidence
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Expository Genre
The purpose of this material is to describe the distinguishing features of text types within the Expository genre.
It is for Teacher Reference. It assists teachers to identify and select features of text types that their students
need to learn.
Analytical exposition
Analytical exposition is a tightly organised genre in which a point of view is supported
by logical arguments and evidence. Appealing to the intellect rather than the emotions,
it is still a persuasive text with the writer selecting and omitting information to support
Important aspects a position. Genres in this category often become the means for individuals and groups
to sway the public on major issues affecting society. Factual and academic in tone, it
is highly valued in secondary and tertiary education. Success in examinations in some
subject areas can depend on the student’s experience of and expertise in this genre.
• is different from discussion where the writer explores all sides of an issue and
comes to a decision, based on evidence
• usually requires research skills, including note-making, footnoting and referencing
• can contain explanations and descriptions
Relationship with other • has features in common with discussion and hortatory exposition, such as the use
of supporting arguments
genres • is more subdued in tone than hortatory exposition
• often has a bibliography
• is sometimes called analytical exposition
• is the basis for many school assignments requiring reasoned presentation of an
argument
• t o persuade that something is the case, by explaining, analysing and interpreting
Social Purpose events, issues and phenomena.
Analytical exposition is widely used for assessment purposes in Australian educational
contexts, especially in the humanities. Although some originality is expected from the
students, they generally research a body of opinion and evidence which they synthesise
Aspects of social and evaluate. There is often a fine line between synthesising and plagiarising. Some
context individuals, groups and communities accept extensive, word-for-word quoting from
source documents and others do not. Cultural groups also differ about what is
considered relevant to an issue. The academic writing style can pose difficulties for
students until they gain sufficient experience with it.
Context
Subject Matter • is related to a current issue, event or phenomenon, and research connected to it
• writer as expert
• reader who could be a novice or an expert
Roles • student to teacher/lecturer/examiner. The student displays his/her knowledge of
the subject and control of the genre for assessment purposes.
• re distant and usually formal. The expertise of the target reader will affect the
a
Relationships tenor, for example school text books are more reader-friendly than academic
journals.
• written
Mode • visual (multimodal)
• cademic and technical journals, school textbooks, scholarly papers, magazines,
a
Medium newspapers, assignments for school or university
- the introduction to the topic and the statement of the
thesis position of the writer
- the preview or outline of the arguments to follow

– the point the writer is making
Generic Structure argument/s – the elaboration of the point with explanation, more details,
evidence, examples
- restating the writer’s position
restatement
- can include a brief summary of the main arguments
– s ome are implicit, some are related to sequence as in
finally, most are causal as in because
Cohesion • conjunctions – instead of conjunctions, effective writers often use nouns
such as reason, prepositional phrases such as because
of that action and verbs such as cause

• is usually neutral but can express the writer’s attitude through vocabulary choices
for example responsibility
Vocabulary • is often technical
• can include abstract terms
• synonyms are often used to avoid repetition
Nominalisation and re features of formal texts as in The admiration of a
– a
extended noun phrases large group of fans …
– n ew information at the end of the sentence can be picked
up in the Theme of the next as in Smoking contributes to
throat and lung diseases. These health problems cost the
Theme community…
– Themes often relate to the items in the preview, for

example in the example above, health could have been an
issue previewed in the opening paragraph.
– u sually generic human as in Australians and non-human
as in prejudice except where a specific Participant is
involved as in Macbeth
Grammar Participants
– no authorial I as in I think…
– authorities may be cited specifically as in The Premier
declares … or generally as in Experts agree…
– relational/being/having
Processes – mental/thinking especially in the thesis and its
restatements
– e xpresses the writer’s attitude - usually authoritative and
certain as in This must cease
Modality – passive voice can be used to avoid identifying the
authority, and to sound formal and powerful as in The
opinion has often been voiced
Timeless present tense – some past tense if recounting from historical perspective
• topic sentences – relate to the thesis and/or the preceding paragraph
Paragraphing and
• most paragraphs deal with one main idea, which could be an entire argument or
punctuation one part of it, depending on length and complexity.

Debate
• t o express opinion, to persuade others to a point of view, to come to a decision,
Social Purposes can also include to entertain
Debate, a form of public persuasive speaking, is part of a culturally valued tradition
Aspects of social of decision making. It is widely used in schools and as part of conflict resolution.
Successful speakers have good rhetorical skills and can use the genre for their
context own purposes. Its formal context can exclude groups who have not learnt how to
participate in it.
Context

a
• is spoken
• vote/decision
Includes:
• use of related words. A technique is to paraphrase another speaker’s words
using synonyms with negative connotations.
Generic Structure • c an be conventional in formal debates, for example, addressing a member of
Parliament as the honourable member
view of the speaker
• interrogative: rhetorical questions are a feature of persuasive
Mood speaking as in What do we want for our children’s future?
• an experienced speaker’s language sounds more written
Modality than spoken, with longer sentences, embedded clauses and
nominalisations (secondary students)
• re used for rhetorical purposes as in rhythmical patterns
a
Intonations
accompanied by table thumping for emphasis
and Rhythm
Nonverbal • includes facial expressions, gesture and stance, often exaggerated
language for effect.

genres interviews
Social Purpose
Aspects of social
context
Context
need to be appropriate for children, but they don’t always have to gloss over hardships
and problems.
a
science
Subject Matter
of the filmmaker
the documentary
Context

- visual
- spoken
Mode
- auditory
continued overpage

heritage
enemies
o
head
Generic Structure
over and music
- in interviews
diagrams

or written words
documentary
Visual cohesion • Conjunction - the type of transition that often denotes time, for example a
contrast
• echnical
seem more imposing
shot
- their style such as graphics, type of print, background…
attitudes
you want to have?
Grammar
n

Editorial
The editorial is the forum where the newspaper shows what line it takes on a current
issue. The alternative term, leader, indicates that it is seen as influencing public opinion.
Important aspects It can have a socialising effect, often the generally accepted view of that readership, and
sometimes challenging such views. Like most persuasive texts, the genre is flexible, as
good writers manipulate the structure to suit their purpose.
• is usually a hortatory exposition, taking a stand on an issue and supporting it
• can be based on a written discussion, exploring an issue before coming to a
conclusion
Relationship with other • can be similar to non-narrative literary type genres, reflecting on the broader
implications of a current event
genres • is like the feature article in the way it comments on the news
• has language features in common with other persuasive texts, for example modality
and an authoritative tenor
• usually has a news report or a current issue as its stimulus
Social Purpose • to analyse an event or issue, and to persuade readers to that point of view
People who want to be well informed about current news and issues also like to know
Aspects of social about public reaction to them. The editorial plays an important role in shaping and
context reflecting public opinion. The language used in editorials can be quite literary in more
formal newspapers.
Subject Matter • a current issue or event
Context
• writer as leader of public opinion

Roles • informed readers of the newspaper
The writer assumes that readers are informed about the issue or event. He/she sets
out to reinforce the views of those who agree with the editorial viewpoint and to change
Relationships the minds of those who do not. The position of editor gives status and credibility to the
views expressed.
Mode • written
Medium • newspaper
The generic structure of editorials varies. It is usually based on hortatory exposition.
headline - an eye-catching identification of the issue
Generic thesis - the stand the writer takes on the issue
structure - points are made and elaborated on, sometimes with
arguments supporting evidence
recommendations - can be a call to action
• usually factual
Vocabulary • can be formal in national newspapers, or informal in the local free newspaper
Participants - rarely does the writer use I, though we is often used to include
the reader
- can be extended noun phrases and often nominalisations as in
Significant textual feature
the need for attentive political management in the development

of the Japan - Australia partnership
Processes - relational/being/having, especially with nominalisations as in
Such rationalisations are…
- verbal/saying as in The Prime Minister states…
- mental/thinking as in The electorate knows…
Grammar
Mood - some rhetorical questions such as But where do we draw the
line?
- some exclamations, sometimes ironic such as What a
welcome to their new home!
Modality - ranges from being definite as in we must… to less definite as in
perhaps….
- substitutes: such as it stands to reason that…. and thinking
people recognise that… are often used for I think to sound
assertive and more authoritative
Paragraphing • diagrams, flowcharts and other visuals can carry all or part of the message.
• Bold Typeface - used for the headline and, in less formal newspapers, to
highlight an important point in the text
Visual language • Layout - usually vertical columns
- often positioned at the top left of the page, a position showing
its importance
- usually boxed, with the box including the masthead.

Hortatory exposition
Hortatory exposition is a highly persuasive genre through which the writer would like to
Important aspects effect change. It is selective in the arguments chosen and emotive in its language.
• is more personal and emotive in tone than analytical exposition
• is similar to debates, sermons and political speeches in its frequent use of spoken
Relationship with other persuasive techniques
• is similar to discussion and analytical exposition as in the use of supporting
genres arguments
• is used in a range of media such as magazines and newspapers
• is found in letters to the editor and editorials
• t o persuade someone or a group of people to do something, by selectively explaining
Social Purpose and analysing events, issues and phenomena
A genre which sounds more spoken than written, hortatory exposition is widely used
Aspects of social throughout the community. It is an important genre as it is one of the few avenues in
context which people can have their say to a wide audience, such as a letter to the editor or a
submission about new policies to a politician.
Subject Matter • is often a controversial topic
Context
• writer as advocate for change

Roles • reader as potential supporter
The writer wants the readers to empathise with the emotions that inspired the writing,
and support the explicit call to action. The spoken language features lessen the apparent
Relationships distance that separates writers from their audience. Also affecting the interpersonal
language or the tenor is the fact that there is often a specific addressee in mind, for
example the Prime Minister.
Mode - written
Medium - newspapers, magazines, books of scripted sermons
thesis - the writer’s position on the issue
- the point the writer is making with some relevant supporting
Generic Structure arguments evidence
recommendations - can be a call to action
Cohesion • conjunction - causal as in because
• expresses feelings and attitudes
• more spoken than written in style as evidenced by the use of colloquialisms
Vocabulary • can be metaphorical, for example a minority group in society may be referred to in
terms associated with children as in needing looking after
Participants - usually generic human as in Australians, and non-human as in
prejudice except where a specific Participant is involved as in
the Lord Mayor
- I, the writer, we, the writer and sympathetic reader, and you
could be the reader and/or the people with the power to
change things
Processes - relational/being/having
- mental/thinking/feeling, especially in the thesis and the
recommendation
Grammar Modality - expresses the writer’s attitude which is usually authoritative
and certain as in We must put a stop to…, The streetscape will
be retained
- although not as much as in analytical exposition, the passive
voice can be used to sound authoritative, especially in
recommendations such as It is recommended that council
bylaws be amended to ensure compliance by the public; so too
can phrases like Experts agree
Timeless present - as in The Government responds to these challenges some past
tense tense is used if recounting

Letters to the Editor (Persuasive exposition)
A letter to the editor is a business letter sent mainly to newspapers and news magazines.
Most editors reject letters that include inappropriate language or personal attacks on
Important aspects individuals or organisations. Many editors will permit the publication of anonymous letters
where details of the name and address are not printed although they are made available
to the publication. It is an offence to submit a letter under a false name.
• uses business letter format
• uses the greeting: Dear Sir/Madam or Dear Editor
genres • a persuasive text with the writer selecting information to support a position
• t o persuade or to influence the readers’ opinions about issues of concern to the
Social Purpose
readership
The brief expression (200-250/500 words) of an opinion, a complaint, an argument or
information is submitted for publication. Letters to the editor in many publications may be
Aspects of social sent through conventional or electronic mail. Letters can also be sent to entertainment
context and technical magazines. Modern forums for letters to the editor are the electronic
media especially on the internet. Increasingly they are sent to radio and television stations
to be read on news broadcasts and talk radio.
Context
• ften about personalities, events, issues or happenings in current affairs in the

o
Subject Matter
community, the nation or the world
• writer to editor and unknown readers of a newspaper
Roles
• reader as opinion seeker
• sually formal. The writer has the power to present a forceful point of view and the
u
Relationships
reader has the power to reject it or respond from a different point of view.
Mode - written
Medium - newspapers, news magazine, periodical, internet, television, radio
greeting - Dear Sir/Madam; Dear Editor
introduction - - purpose/point of view of the letter; may make reference to a
thesis previous publication
Generic - to support this opinion (and to persuade the reader to the
argument/s
structure writer’s point of view)
conclusion - restatement of thesis plus a recommendation or suggestion
(optional) (optional)
signature - name and address supplied
• conjunctions: used to link points when arguing a point of view
- temporal conjunctions order points in the argument e.g. firstly, secondly, finally
- causal conditional conjunctions link points in a complex sentence e.g. because,
Cohesion
since, if, so, though, unless
- instead of conjunctions, effective writers often use nouns e.g. the reason, the
cause
• related to topic or concern expressed by the writer
• often emotive, using personal and subjective language, e.g. continued neglect of our
homeless youth by uncaring politicians
Vocabulary • can be more effective if it is neutral and objective e.g. Experience in competitions is a
necessary requirement for the development of sporting ability.
• synonyms/antonyms used to create lexical cohesion e.g. politicians, leaders,
authorities; advantage, disadvantage
continued overpage

Participants - first person pronoun I, me, is used to indicate a subjective
opinion
- use of the second person pronoun you or first person plural
we may be used as a form of persuasion e.g. If you commit
yourself to this cause… It is time we all collaborated in an effort
to achieve …
- use of the third person allows the text to be more neutral and
objective e.g. The members of the government need to make up
their minds …
- nominalisation, used to name issues, reasons and extended
Grammar participants (noun phrases), makes the text more compact and
‘written’ e.g. This brutal killing of whales in the protected waters
around Antarctica …
Processes - mental/thinking verbs e.g. think, believe, agree indicate a
particular point of view
- present tense is used to express an opinion about a current
issue or concern
- modality: expresses the writer’s attitude – usually authoritative
and certain as in This behaviour must stop; We could possibly
lose; Perhaps our leaders need to rethink; There is absolutely no
excuse
• ost paragraphs deal with one main idea as part of the argument to influence the
m
readers’ views
Paragraphing &
punctuation text
• a letter published in a magazine uses conventional punctuation.

Review (spoken and written)
A very flexible genre, review focuses on evaluation of the arts, helping its audience decide
what they will see/read/listen to. Influential reviewers can be very powerful: they can sell
newspapers and make or break a play on Broadway. Reviews can also have a socialising
Important aspects effect. When read after the event, the review enables the audience to compare their
judgment to an expert’s opinion. Although reviews are based on personal response, they
are also products of a specific cultural environment and other cultures may have different
attitudes to the genre.
• is a personal response to experiencing the arts, for example through books, plays,
films and television
• is based on other school genres such as learning logs and book reports which identify
elements to critique such as plot, character and theme
• differs from learning logs and book reports in its lack of comprehensiveness, for
Relationship with other example, describes part of the plot and critiques some elements
genres • requires, for an informed response, a knowledge of the genre being reviewed and its
role and significance in the culture of origin
• builds on book talk and other evaluations of literary and mass media genres
• can contain description, anecdote, selective recount
• has similarities with advertising flyers and previews of films, plays, and books
• in other classification systems is called a response or appraisal genre
• to analyse and evaluate
Social Purposes
• can also include to persuade, to entertain and to inform
Reviews can be informal when a group of friends chat about the latest book or film, or
formal where a respected reviewer speaks/writes in the media. The aspects that are
commented on can range from the sex appeal of the actors to a feminist view of the
Aspects of social
plot. What is considered significant enough to be critiqued depends on historical, cultural
context and personal factors. In the educational context, students develop critical skills which will
heighten their enjoyment and help to make them critically literate in their own and other
cultures’ arts.
• the content of what is being reviewed, such as the book, play, film
Subject Matter
• analyses of structure and technique such as characterisation, camera angles
Context
• r eviewer as expert or peer, for example, a chatty review in Dolly magazine which
assumes a shared viewpoint and interests
Roles
• reviewer as information giver, for example, book reviews in a professional journal
• listener/reader/viewer as potential audience for the item reviewed
• ften close and friendly because of the personal tenor of most reviews with their
o
assumption of shared understandings and interests of their readership. Some are
Relationships quite formal and academic in tenor where the readership prefers this approach.
Readers can, of course, disagree with reviews and some reviewers can be deliberately
controversial.
Mode • written, visual or spoken
• wide range including face-to-face interaction, pamphlets, newspapers, magazines,
a
Medium
radio, television
continued overpage

Spoken Review
introduction of - in radio or television, can be written on the screen with the title
speaker * of the show
- details of publisher, producer and actors can be discussed
details of work * throughout the review or mentioned together at the beginning
or at the end
- identifies and evaluates what is to be reviewed, relating it to
identification other works of the same author, director or type, for example
science fiction
Generic - selective summary of content gives an idea of the plot of the
structure summary
book/film without giving too much away
significant aspects - reviewer chooses what to analyse and evaluate, such as setting,
of work * theme, humour, sound, camera work
- reviewer’s summarised opinion of the value of the work. This
is sometimes omitted as the rest of the text has made the
Significant textual features of spoken review
evaluation of
work * reviewer’s attitude clear.
- often standardised as in 6 out of 10; 2 stars
• use of words related to the content, the analysis and the evaluation
• in face-to-face situations, reference words are often used to refer to things not
Cohesion
identified in the conversation itself: they are part of the shared knowledge of the
people involved, for example like that other one
• is usually informal, especially in face to face situations and unscripted reviews
• can be formal and/or technical, depending on the audience
Vocabulary • is evaluative - words indicate the reviewer’s attitude
• figurative language such as simile or metaphor is often used
• is often witty
Participants - specific characters such as Tracy Moffat, Dian Fossey, Ned Kelly
- I and you are used, especially on television where reviews are
visible
Mood - interrogative. Questions involve the viewer/listener. Can you
Grammar imagine a film where a major character doesn’t say a word?
Modality - is found especially in evaluating: You’ll be exposed to sign
language, which is probably why I found it challenging.
Present tense - except for references to historical and biographical details
• ost paragraphs deal with one main idea, as part of the argument to influence the
m
readers’ views
Intonation and
rhythm text
• a letter published in a magazine uses conventional punctuation
• in face to face situations, gestures and body language reflect the speakers’ attitudes
Nonverbal language
to the subject matter and to the other speakers
Visual language • film reviews on television can contain illustrative film clips
continued overpage

Written Review
- usually eye-catching, can be humorous or a play on words, for
title
example Wildlife, wild death for Gorillas in the Mist
byline * - reviewer’s name
- details of publisher, producer, actors can be spread throughout
details of work *
the review or grouped at the beginning or at the end
- identifies and evaluates what is to be reviewed, relating it to
identification other works of the same author, director or type, for example
science fiction
Generic
- selective summary of content gives an idea of the plot of the
structure summary
book/film without giving too much away
significant aspects - reviewer chooses what to analyse and evaluate, for example
of work * setting, theme, humour, sound, camera work
- author’s summarised opinion of the value of the work. This is
evaluation of sometimes omitted as the rest of the review has made the
work * reviewer’s attitude clear.
Significant textual features of spoken review
- often standardised as in 6 out of 10; 2 stars

Cohesion • use of words related to the content, the analysis and the evaluation
• can be informal, if this is appropriate for target audience
• can be formal and/or technical depending on the audience
Vocabulary
• evaluative words indicate the reviewer’s attitude
• figurative language such as simile or metaphor is often used
Informal reviews often have the friendly, chatty features of spoken language. Formal
written reviews have different features.
Participants - I is used infrequently. Hiding the author or speaker makes the
review sound formal but this does not mean it is factual.
- sometimes you is used, but often there is a third person
reference, for example the audience, the matinee crowd
- participants are often expressed as extended noun phrases to
Grammar
incorporate a lot of information - the idealistic, but underage
Archie, who hopes to enlist…
Circumstances - of manner, time and place
Nominalisation - sounds formal - the suggestion of resonances
Modality - not as much as in less formal reviews
Present Tense - except for references to historical and biographical details
Paragraphing and • in newspapers, a paragraph is often one long sentence with embedded clauses and
punctuation long nominal phrases
• can be illustrated by a photograph/drawing
• the same format is used for each review in the same newspaper/magazine
Please note:
Visual language
Spoken reviews tend to be more informal than written, as is the case with most genres,
and the features of each have been described accordingly. However, readers need to
bear in mind that a spoken review scripted to be read on the radio can have written
features, while a review written for a teenage magazine can have more spoken features.

Television Documentary (Documentary Film)
Television documentaries are usually initiated by a television channel with a certain budget
wanting to fill a particular timeslot for a particular audience. Although the finished product may
Important aspects seem to be factual, these and other factors mean that it is constructed from a particular angle
or point of view. The viewer needs to be aware of distortions and omissions and not accept the
documentary as absolutely factual.
• can be based on an exposition, a discussion, a recount, or any genres which suit the subject
matter and the maker’s processes
Relationship with • can contain many genres including explanations, descriptions, recounts, anecdotes,
other genres interviews
• has film and radio variants
Social Purposes
The social context strongly influences the range and scope of documentaries. As the
commercial television channels’ income from advertising is largely dependent on ratings, their
Aspects of documentaries have to entertain as well as inform. They often choose controversial topics to
social context increase their audience. Non-commercial channels do not have to attract advertisers, but their
budgets are smaller. Independent documentary makers have to sell their idea to a channel, and
this usually involves compromises.
• a wide range which includes topical issues, nature, people, events, trends, history, science
• can be selected for its topical interest, controversy, universal appeal, the interest of the
Subject matter filmmaker
• as it is a visual medium, the availability of visual material influences the final shape of the
documentary
• the documentary-maker/producer, though, as in filmmaking, this is usually a collaborative
activity
Context

• the television channel or documentary-maker makes choices based on the target audience
and how they are to be positioned in relationship to the documentary, for example
sympathetic, hostile, titillated
• some viewers will accept the main messages and basic premise of the documentary and
Relationships criticise it within this framework; some will read it differently, because of their different
experiences and beliefs; other viewers will be aware of its gaps, silences and inconsistencies
and how it tries to influence the viewer
• people in the documentary can have their message manipulated by the questions asked, by
editing, by conflicting visuals
- visual
- spoken
Mode
- auditory
Medium - television, videotape, computer
continued overpage

Television Documentary (Documentary Film) cont’d
- is varied. Each will have to be analysed individually to see what genre/s the makers used and
why. The following is an example of how exposition might be used.
- can indicate thesis, as in Rainforest, our vanishing heritage
title
- can be eye-catching rather than informative as in Invisible enemies
background * - title sometimes follows this
- often given by presenter/narrator as a voice-over or talking head

thesis
Generic
- in selected and sequenced visual material with or without voice-over
structure and music
arguments
- in interviews
- in images, such as computer graphics, maps, graphs, diagrams
- can be a restatement of the thesis, in images and/or spoken or
written words
conclusion - can include summing up of evidence, in images and/or spoken or
written words
- can include recommendation/s

- of images such as railway images in a travel documentary
• Conjunctions - juxtaposition of shots can imply the relationship between them, such
as contrast, cause and effect
Visual cohesion
- the type of transition often denotes time, for example a slow fade
shows passing of time
- parallel editing or cutaways where two events are running parallel,
and the film cuts from one to the other to show contrast
• Technical codes - lighting which can contribute to the atmosphere
- different camera techniques such as time-lapse photography
- camera angles, for example, a low angle makes the subject seem
more imposing
- types of transitions such as dissolves, to indicate that text has been
omitted in an interview
- composition and type of shot such as close-up, medium or long shot
Visual language • Symbolic Codes - visual presentation of people indicates point of view, for example
looking into the camera can signify authority; formality of dress
such as shorts and a T-shirt compared with a suit, and location of
the interview such as a kitchen compared with an office, can also
influence credibility
- titles and written information
See Constructing Realities: Media Curriculum Guide for Years 1 to 10 and Using visual texts in
primary and secondary English classrooms for more details.
continued overpage

Nonverbal • smiling, and other facial expressions convey the participant’s attitudes
language • other nonverbal language such as folded arms, also can indicate the participants’ attitudes
• can be technical, depending on the subject
Vocabulary • can be emotive or factual, depending on whether the tenor is to appear neutral or not
• can include languages other than English, sometimes subtitled or translated

Mood − interrogative: rhetorical questions involve the viewer as in What
future is there for our children?
Modality − where there is speculation as in This will cause… Or evaluation as in
This must be…
− where the presenter expresses own opinions as in I think…
Grammar − sometimes the origin of the opinion is hidden as in It seems…
Theme − can be important in signalling the introduction of an argument, for
example Another reason/problem…
− what is emphasised and in focus in a shot is the important part
of the visual message, that is, the visual equivalent of Theme. The
soundtrack can highlight this element too.
Intonation and • natural, unrehearsed conversations contrast with the more regular intonation and rhythm
rhythm of the presenter’s script, even if it is written in a more spoken style
• varies with the different people in the documentary
Pronunciation
• dialects vary.

readers.
Year 8/9: A review

Courage is one of a number of significant themes in Harper Lee’s novel,

States a point of To Kill a Mockingbird. The story is interspersed with demonstrations of
Audience positioned to view
characters in a particular way
view; preview is courage by a number of characters including the courage of One-shot through choices of subject
given of examples Finch; the courage of a dying Mrs Dubose; Atticus’ courage involving his matter.-
of courage to be defence of Tom Robinson; and the courage of Jem facing reality at a young
age.
analysed The theme of ‘courage’, developed
A type of physical courage is demonstrated by Atticus as his thirty year old in the novel through the interplay
namesake One-Shot Finch. With the community cowering behind locked of plot and character, is explored.
Series of doors, he emerges into the midst of the mad dog scene and shoots the
arguments animal. This demonstration of natural-born talent in a crisis makes Atticus
a hero in Jem’s eyes. His admiration grows for a father who risked his life Paragraphs build and sustain
analyse different cohesion and develop the central
to protect family and neighbours but Atticus wants him to value another
types of courage. type of courage. idea
Examples include
This courage is that of the morphine addict Mrs Henry Lafayette Dubose.
elaboration Atticus attributes real courage to her, contrasting it with the courage of a Topic sentences signpost logical
and comment/ man with a gun in his hand. The dying woman rids herself of her addiction. development of ideas
evaluation According to her views she prefers to die free, controlled by nothing or Uses extended phrases and
nobody. In a world where winning is rare, Mrs Dubose won, against great dependent clauses at the
odds. This makes her the bravest person Atticus knew. beginning of sentences to
link ideas across paragraphs
The above example of real courage is shown in Atticus’ decision to defend and sentences as in With the
Tom. Despite the warnings he receives he goes ahead and defends a community cowering behind
nigger in a rape case. In his definition of Mrs Dubose’s courage, It’s when locked doors; So that Tom
you know you’re licked before you begin, but you begin anyway and you see Robinson would receive the fair
it through no matter what, he defines his own (124) Simply because we trial any man deserves
were licked a hundred years before we started is no reason for us not to
try to win (84).
Grammar
Atticus does try to win, providing enough evidence to have his client
Noun and verb groups express
acquitted. So that Tom Robinson would receive the fair trial any man
attitudes and make judgements
deserves, Atticus breaks one of the strictest social codes of Maycomb. He
as in with the community
knows he will not win right from the beginning. No-one had ever trusted cowering behind locked doors;
the word of a black man against that of a white man, but he has to clear providing enough evidence;
his conscience before anything else. Because he takes this moral position strictest social codes, enthralled,
he, his children and his family will continually face slander, insults, and even idolised; innocent man
physical violence from their fellow citizens. At the jail, he and his son both
must draw on great courage to defend Tom against the mob.
Modal auxiliary verbs selected
Jem, the boy enthralled by the action hero One-Shot Finch shooting a mad to convey degrees of certainty
dog, is idolised by Scout and Dill for his own bravery in touching a wall of to suit the text type as in would
the reclusive Boo Radley’s house. More is required of him as the novel receive, will win will face, must
develops. He must put up with the names and labels attached to him and draw, must put up with
his sister because of their father’s defence of the alleged rapist.
Even more of a challenge is his need, out of love, to protect his sister from Verb groups convey time through
a would-be killer, even though he is being overcome by an attacker much correct tense
stronger than he. It is this same loyal courage that Jem demonstrates
when he defies his father and stands by him in the jail scene, as the white
community expresses the racial hatred that would not recognise the Nominalisation used to compress
The thesis is innocence of a black man. The attitudes that lie beneath the social code of Ideas, simplify sentence structure,
and add formality to the text as
restated and the Maycomb have to stand and an innocent man has to die.
in demonstration, admiration,
significance of This courage, which Atticus and Mrs Dubose possess, that Jem decision, evidence, the innocence
develop, the doing what is right despite the pain, is central to the novel,
moral courage is defining what courage is and what it is not. In To kill a mockingbird these
underlined. characters have the moral courage to stand by what they believe in. Punctuation signals meaning

Year 8: A Review/An analytical exposition

Context for assessment: Students have explored a variety of text types and writing conventions that position
an audience to have particular opinions or ideas about a product. In this assessment students analyse a web
advertisement and the key components that contribute to the successful production of the advertisement. They
also identify and analyse the ways this advertisement uses linguistic and visual modes to influence audiences. The
focus of the Review is on a product that will be advertised in the school yearbook. (Source of text: Queensland
Studies Authority Assessment Bank 2009)
When appearance is everything

Generic Structure Textual Features
The advertisement being reviewed is the “lighter
An eye catching title choices” webpage on the McDonald’s website. This
Cohesion: Paragraphs sustain
with a suggestion of a review will consider how suitable the advertisement is cohesion and develop a central
play on words for our school yearbook. idea
Introduction: identifies This advertisement uses a variety of “healthy food”

what is to be reviewed images and text. Clever, emotive and persuasive Vocabulary: is formal as is
language convinces the audience of the company’s appropriate to the role of
and the focus for the
point of view. There are descriptive words and phrases the reviewer and the target
position
that people think of as positive, such as “delicious”, audience – the editor of the
“lean”, “lighter”, “mouth-watering”, and “fewer than 10 School Yearbook, but not
Body of the argument: grams of fat.” These words are presented in different technical
selective summary fonts and sizes in an attractive design.
of the linguistic and The font size and colours create a text that is easy
to read, while looking classy on a background of blue Adjectives express attitudes
visual content of and make judgements as
and black. The text has been positioned to draw
the exposition in in emotive and persuasive
the reader’s attention from the images of food
paragraphs 2 and 3 to the information. The main symbols within the language, company’s point of
advertisement are images of a slim, young woman; a view, stereotypical life, target
Chooses aspects for red and white Heart Foundation tick; and the words audience, persuasive text
“lighter choices” in a large, fancy font.
analysis:
The advertisement targets girls in their late teens.
Paragraph 4 -role of The image shows a slim, young woman lying on lush
stereotypes in ‘hooking’ green grass, smiling with her boyfriend beside her. Grammar
a particular target This image portrays a stereotypical carefree life and Processes: Modality as in think,
audience; provides a clue to the target audience. will, I do not believe expresses
Paragraph 5 -the The message is convincing: if you eat from the “healthy some kind of personal
content message choices” menu it will bring you a carefree, happy, judgement on the message by
‘selling’ a desirable healthy and desirable lifestyle. Images of the young the writer.
lifestyle; couple and healthy fresh foods convey this visually.
On the surface, the emotive language, images used, Active and passive voice allow
and the layout make this an effective and persuasive for choice of the subject focus
Paragraph 6- the text that would complement our school’s yearbook
in sentences as in There are
contradiction between if style was the only deciding factor. However, when
descriptive words…These
the message of the examining the nutrition facts provided by McDonald’s,
words; The font size and colours
title and the values of I found that even though the “lighter choices” foods
were lower in fats, there were many other ingredients create… the text has been
healthy living. position
such as artificial flavours, colours and preservatives.
This contradicts the healthy eating information outlined
on the Queensland Government’s “Eat Well, Be Active” Attitudinal Lexis: Evaluative
Conclusion website. words indicate the reviewer’s
In summary, the false claims and the use of a attitude as in suitable, targets,
Evaluation of work:
stereotype are misleading. McDonald’s is a well-known, stereotypical carefree life, only
author’s summarised fast-food chain used by many of our students, but I factor, examining, contradicts,
opinion of the value of do not believe it would be helpful to promote their false claims, misleading
the work products in our yearbook.
For these reasons I recommend that you do not
Recommendation include this advertisement in our school yearbook.

Student name: Year 9 Juncture English Expository Text (A Review)
142
Assessable elements
Students know and understand Students construct an analytical exposition of a web advertisement using: Students reflect on their language choices
that an analytical exposition is a • a generic structure that identifies a position in an introduction; develops and how they can apply their learning
highly organised genre in which a body with details and analysis and restates the position in a conclusion throughout the construction of the text.
the point of view is supported by • paragraphs to sustain cohesion and develop a central ideas
logical arguments and evidence. • active and passive voice that change the subject and the focus in the
They seek to position a wider sentence
community audience by analysing • adjectives and adverbs to express attitudes, make judgements and/or
and interpreting an issue. evoke emotions
• modal auxiliary verbs to convey degrees of certainty, probability or

obligation
• nomalisation to compress ideas and to add formality to the text
• vocabulary chosen to establish roles and relationships with an audience Standards
including the demonstration of personal authority and credibility
The student: The student: The student : Evidence of

• selects and elaborates on • sequences paragraphs to develop a logical argument • uses a range of writing strategies to a Very High
complex ideas and issues • chooses language features which allow more complex ideas to be enhance the meaning of the text for the standard
presented in the text compressed within clauses (lexical density), resulting in a more formal intended audience
text • deliberately makes changes and
• uses punctuation to enhance meaning modifications to the text to make it more
• uses conventional spelling for more complex words effective Evidence of a
High standard
• explores ideas and issues • plans and organises subject matter according to the specific text • uses strategies of planning, drafting,
presented in the selected text structure and includes a recommendation in the conclusion revising, editing, proofreading, publishing
• makes inferences and draws • uses paragraphs beginning with a topic sentence to develop each and reflecting during the writing process
conclusions about how the aspect of the argument • makes changes and modifications to the Evidence
text positions the intended • chooses language features to establish relationships and present text of a Sound
standard
audience and supports this subject matter from a particular perspective
with evidence from the text • uses punctuation (including colons and semicolons) to signal meaning
• uses derivational patterns of words to spell multisyllabic words
(normalisations)
Evidence of
• identifies the main ideas • uses a sequenced text structure that includes an introduction, a body • uses some writing strategies during the Below
and issues presented in the and a conclusion writing process. standard
selected text • organises text into paragraphs containing related information
• uses some appropriate language features

• draws conclusions about how
the text positions the intended • uses some punctuation correctly
audience and supports this • uses correct spelling for familiar and some unfamiliar words. Evidence of
with some evidence from the Well Below
text. standard
analysing students’ texts. They are to help teachers annotate student work samples and to see where and how learning is
demonstrated.
MEANING MAKER/
TEXT USER
1. W
hat knowledge, values and practices
are evident in this text?
Text Types 3. H
as the student used the stages 4. H
ow does the structure of the
2. W
hat is the purpose of this of the text type to achieve the student’s text position readers/
text? Does the text type achieve purpose? viewers or prioritise certain knowledge,
the social purpose? values and practices?
Subject matter 6. H
ow does the choice of noun and 7. H
ow do the selected noun and verb
5. Is the subject matter verb groups work to develop the groups appeal to/position/invite
appropriate for the text type, the subject matter? What sentence particular meanings, particular
purpose and audience? structures are used to develop the knowledge, values and practices about
subject matter the topic?
– simple, compound, complex,
dependent clauses in theme
position?
Roles and Relationships 9. H
ow do sentence types 10. How are knowledge, values and
8. W
hat relationship is there (grammatical mood), vocabulary practices represented through
between the writer/shaper and or modality construct the grammatical mood choices?
the reader/viewer? relationships? – sentence types to construct the
– equal/unequal (Power) – s entence types used in the text relationships
(statement, question, command, – vocabulary choice to develop
– close/distant, formal/
exclamation) certain types of relationships with
informal (Distance)
– vocabulary choices (emotive, the reader and invite particular
– knowledge or expertise of the
evaluative, figurative words) meanings
topic (Affect)
– modality (always, sometimes) – modals and adverbs to influence the
and modals (should, never) reader or viewer in particular ways
Mode and Medium 12. How are ideas linked throughout 13. How do the patterns of language
11. What mode of language has the text? (language choices and choices position readers/viewers to
been chosen: written, spoken, patterns of use) make particular meanings and draw
visual or multimodal? Are these – theme position (at the beginning particular conclusions from the text?
modes used effectively? of the clause)
– cohesion: repeated and
related words, pronouns and
conjunctions
– nominalisation
– active or passive voice

An inquiry approach to learning is a process that includes students: that students learn
• formulating a problem or question how to continue
learning, how to be

photographs)
AN ENGLISH INQUIRY
issues.

This involves:

context.
The teacher:

Specify criteria for the standards of learning Discuss what this may look like.
achievement.
Scaffold the assessment requirements with explicit
teaching and learning.

{Note: The following is represented schematically on Page 147 of this resource}

find out?
the information?

Establishes the extent of the students’ current Participate in a discussion around the concept.
knowledge and understanding of the concept and build Think Pair Share in groups to initiate the discussion.
on it.
Uses a KWL to record information.

Why?
Relationships)
of communication?

purpose.

text?
possible audiences

Text
way the text is structured to achieve its purpose. Explicit teaching sessions
stages?
the use of headings, diagrams, graphs, page layout and distinctive language
is about?
reader?

cloze.
sorting activity.

viewer/listener?
sound effects?
aspects of texts.

text?
knowledge through
research



This stage provides an opportunity for the teacher to scaffold the writing of the Construction
text through negotiation and interaction with students. At this stage the teacher
Teacher guides the
can use ‘think alouds’ and questions to guide the students into understanding
students in jointly
the text structure and language features as well as developing drafting, editing
constructing a new text in
and proof reading skills. The teacher needs to be confident with the language
the same genre.
features of the genre in order to guide the structure and wording of the text.


Critical Literacy Individual writing of text Preparation for
individual writing. It also includes critical
Students use the in same genre in draft independent
literacy. In this stage the teacher’s role is
genre to challenge Consultation with writing of a text
vital in providing demonstrations, guidance
ideology, theory teachers and peers in the same
and support as the students move through
and practice. about writing genre. (as for joint
the steps that were modelled during the joint
construction)
construction stage, either individually, in pairs Editing, reworking of
this stage.
Preparation





Deconstruction
Joint Construction
Context of Situation What are some of the
identify: How do we prepare for the Teacher guides the
• meaningful learning experiences Relationships) What is the relationship knowledge through
information. communication? reader? • use guideline questions
to scaffold inquiry



editing etc.
151

Clause
A clause:
o what is happening
Theme Position
The theme comes first in a clause. It is the predominant part. Theme position and patterns of theme reveal the
key messages of a text.
Rheme is the remainder of the clause. e.g.
The blue car raced around the mountain.
Around the mountain raced the blue car.
Racing around the mountain was the blue car.
COHESION
Repeated words
Related words
Pronouns
Ellipsis
Texts can be held together by words that are left out but whose meanings are understood. e.g. Jim ran across
the road but Jessica walked (across the road).
if…then, in case
NOMINALISTION
The process of forming nouns from words of other classes (eg ‘invention’ from ‘invent’, ‘honesty’ from ‘honest’) to
make a text more compact and ‘written-like’.

Simple sentence:
Did Clyde get mad?
Get out of here!
Compound sentence:
‘or’ e.g.
Complex sentence:
In a complex sentence the dependent clause can be rank shifted to give greater emphasis to that clause. e.g.
Lester did not sleep a wink because he was rigid with fright.
If he had not been so naughty, Lester would have been home for the night.
Exclamations

WORD GROUPS
Noun groups
Noun Groups:
A noun group:
was Cinderella.
Participants:
Attributes:

Processes:
Modality indicates level of:
• usualness e.g. often, sometimes, always, never
• certainty e.g. possibly, probably, maybe
• obligation e.g. must, should, will, ought.

Circumstances:

WORD CLASSES
a noun.
Determiners are individual or group of words that:
• may be an article, pointing word or possessive

- The boy is here.

P-3 Resources
Scien
ce Re
sourc
P -3 R
esou
e s
Years rces
Years
4&5
Reso ‹
urces
Years
6&7
Reso ‹
urces
8&9
Reso ‹
urces
‹
years 4 & 5
Resources
Scien
ce Re
sourc
Year
P-3 R
esou
e s
s4& rces
Years
5 Re
sour
‹
6&7 ces ‹
Years Reso
urces
8&9
Reso ‹
urces
‹
Years 6 & 7
Resources
Scien
ce Re
sourc
P-3 R
esou
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Years rces
Year
4&5
Reso ‹
s6& urces
Years 7 Re
sour
‹
8&9 ces ‹
Reso
urces
‹
Scien
ce Re
Years 8 & 9
Resources
sourc
P-3 R
esou
e s
Years rces
Years
4&5
Reso ‹
urces
Year
6&7
Reso ‹
s8& urces
9 Re
sour
‹
ces ‹

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Consistency of Teacher Judgement relates to:

(See CTJ Information Kit [2004], Part 2, p8)

Information Kit 2009 1

Requirements and Focus for 2009

2 Consistency of Teacher Judgement

Guidelines and Processes

Data Collection Forms

Information Kit 2009 3

of English and moderation.

Discuss and reach consensus about judgements of standards Interschool

Information Kit 2009 5

During the process

(For additional support see the CTJ 2008 DVD)

6 Consistency of Teacher Judgement

2. Someone prolongs their discussion

6. The group cannot reach consensus

7. No one wants to go first

Questions to support engagement in conversation with

Information Kit 2009 7

TIPS ON REACHING CONSENSUS

8 Consistency of Teacher Judgement

PREPARING FOR CTJ

Information Kit 2009 9

10 Consistency of Teacher Judgement

Information Kit 2009 11

Below sound sample

Well below sound sample

Below sound sample

Well below sound sample

12 Consistency of Teacher Judgement

Cluster meeting site:

Interschool CTJ Cluster meeting date: 

___________________________ (Alternate date)

Interschool CTJ Activities

Language learning & communication: Oral

Science Science strands (whichever are Moderation

Please complete this form and return it by 24 April 2009 to:

Information Kit 2009 13

Data Collection Form A(2): English: Speaking or Writing & Shaping/Designing

Information Kit 2009 15

Data Collection Form B(2): Science

16 Consistency of Teacher Judgement

Brisbane Catholic Education,

Information Kit 2009 17

Year Level: Year 8 Year 9 {Please check one}

Term in which work was completed: Term 1 Term 2 Term 3 Term 4

Time for task completion:

Class time allocated to task:

Mode: Individual Pair Group {Please check one}

Teacher Input: Draft(s) Sighted Feedback provided

Opportunity for student access to:  Books Notes

Any Other Information:

18 Consistency of Teacher Judgement

REQUIREMENTS FOR 2009

In Years 2-9 teachers:

Each section includes information about:

Information Kit 2009 19

texts use language in

tte bate  *form *

20 Consistency of Teacher Judgement

Early Years – P & 1

Interschool CTJ Cluster meeting date:

Opportunity for student access to: Books Notes

tte bate  form

Child: They get nectar from flowers some more information as in