esl scope and scales - sacsa framework ye… · · 2004-11-05personal recount conversation letter...

© State of South Australia, Department of Education and Children’s Services and Catholic Education, South Australia

ESL Scope and Scales

SENIOR YEARS BAND

June 2003

ESL Scope and Scales Moderated Evidence : Senior Years

Pre-consultation Draft - June 2003 2

CONTENTS Introduction About the proformas

3 6

Scale 1 Sara Naming Visuals/Reading words Labelling

8 12

Scale 2 Stefan Naming Visuals/Reading words Labelling

16 20

SOME KEY DIFFERENCES BETWEEN SCALES 1 AND 2 24

Scale 3 Rita Nick

Description Description

26 31


Scale 4 Anna Letter News Story Recount

39 43


Scale 5 Quin Personal Recount Conversation Letter of Advice

50 55 59


Scale 6 Aaron Letter Reflection

66 70


Scale 7 Jimmy Description 1 Description 2 Narrative

77 82 86


Scale 8 Paul Persuasive Letter (Argument) Argument Essay

94 98


Scale 9 Egor Pablo Pablo

Discussion Letter Short Answer Response

106 112 116


Scale 10 Gretel Discussion Essay Personal Reflection

123 129


Scale 11 Sophie Discussion Essay Personal Reflection

138 142


Scale 12 Rose Discussion Essay 149

SOME KEY DIFFERENCES BETWEEN SCALES 11 AND 12

Scale 13 Kaio Reflection PowerPoint Presentation

153 157


Scale 14 Pieter Research Evaluation PowerPoint Presentation

165 171




INTRODUCTION This document, The ESL Scope and Scales Moderated Evidence: Senior Years Band is a resource to support the use of the ESL Scope and Scales to monitor the achievement of English as a Second Language (ESL) learners within the Senior Years (Year 10) Band, by providing sets of student evidence, with commentary, for each of the fourteen ESL Scales of this Band.

Senior Years Band

Year level 6 7 8 9 10 ESL Scales 1 2 3 4 5 6 7 8 9 10 11 12 13 14

The ESL Scope and Scales:

The ESL Scope and Scales is a programming, assessing and reporting document to support the English language development of ESL learners. The ESL Scope and Scales provides a detailed explanation of the model of language on which it is based.

The Scales within the ESL Scope and Scales is the assessment and reporting component. It contains a comprehensive set of examples of evidence for each Scale. The Scales was used as the basis of the analysis and commentary on the sets of student evidence.

It is recommended that you refer to the ESL Scope and Scales to access the explanation of the model of language and to enhance your understanding of the student texts.

The students:

The names used in this document are not the students’ own names. All the students are of non-English speaking background.

The moderation process used in the development of this document:

• The writers analysed and assessed sets of student work in relation to the ESL Scope and Scales, using the proforma Evidence for Scaling.

• The writers shared their understandings of the student texts, justifying their determination of a Scale level.

• Based on feedback, changes were made to the analysis and commentary.

• The project co-ordinators reviewed the analysis and commentary to ensure consistency of interpretation and accuracy of judgement.

Recommended processes for teachers:

a) Collecting the sets of evidence

! Design and deliver teaching and learning programs which support students’ understandings of a required genre. Task requirements and assessment criteria should be explicit.

! Collect evidence of student achievement which represents the students’ best independent effort. The forms of evidence may include spoken, written and multimedia texts and/or teacher observation notes on students’ texts.



! Select a range of student samples of evidence, preferably of different genres. The more restricted the set of evidence, the more difficult it will be to make an accurate determination of the Scale level. As a minimum, two texts should be selected, one of each of the story genre and the factual genre. The ESL Scope and Scales indicates an appropriate range for each band. For the Senior Years the range of texts for each genre type includes:

- the story genres - narrative, traditional story such as a fable or myth, personal recount

- the factual genres - description, information report (taxonomic and descriptive), practical report, recount (biographical and historical), historical account, explanation (sequential and causal), expository genres (argument, analytical, hortatory, discussion), procedure

- the response genres – personal response, review, interpretation, critical response.

b) Making a judgement of the ESL Scale level

! Using the proforma, Evidence for Scaling, for each text record and/or consider the student examples of evidence, for each of genre, field, tenor and mode. Where appropriate determine an ESL Scale or ESL Scale range for each Outcome.

! Consider the student examples of evidence for each Outcome from the complete set of evidence and make a judgement about the Scale or Scale range appropriate for each Outcome.

! Make an on-balance judgement to assign the Scale that is most typical of the students’ language choices across all four Outcomes.

! To support this process use both the ESL Scope and Scales and the ESL Scope and Scales Moderated Evidence: Senior Years Band.

Who requires ESL support?

The ESL Scale appropriate to a student’s year level defines the control of Standard Australian English required to achieve the Curriculum Standards. So, a non-English speaking background student in

• Year 10 at Scale 14 does not require targeted ESL support.

Year level R 1 2 3 4 5 6 7 8 9 10 Standard 1 2 3 4 5

ESL Scales 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Year 10

However, a student working at the appropriate ESL scale for the Year level will continue to need and benefit form explicit teaching of language. Ongoing monitoring and assessment is also necessary to ensure that a student of non-English speaking background will continue to achieve at the appropriate level.



Acknowledgements:

The ESL Scope and Scales Moderated Evidence: Senior Years Band was collaboratively developed by the ESL Scope and Scales Officers of the Department of Education and Children’s Services, South Australia, and the ESL Consultants of Catholic Education, South Australia.

Project Co-ordinators: Rosie Antenucci and Karyl Martin DECS, South Australia. Bronwyn Dansie and Monica Williams Catholic Education, South Australia. Key Writers for the Senior Years Band: Lina Russo Catholic Education, South Australia Dick Doyle Seaview High School Stella Emberson Thebarton Senior College Ross Hamilton Glenunga International High School Deb Rees DECS, South Australia With the support of : Juliana Martino Catholic Education, South Australia



ABOUT THE PROFORMAS

Evidence for Scaling

Language Key features and examples Student examples of evidence

Scale

Genre: Language for

achieving

different

purposes

schematic structure organises the text: • rhetorical questions: And what about

men? • conjunctions: Secondly, Finally, In

addition • noun groups: Another reason, The

principle cause of the increase, One main argument,

The student has identified the people and objects in the visual stimulus and used sentences to list them. • noun groups: This

2

ESL Scales Commentary

Scale 1

Sara texts provide evidence contributing mostly to Scale 1. As a Senior Year student assessed as working within Scale 1 Sara does require ESL

support.

Text in context Language Key Teaching Points Genre Outcome1.1 Interacts in highly structured routine exchanges and, with support, responds to, copies and arranges a strictly limited range of written texts and a range of simple visual texts

• Participates in very basic ‘formulaic’ spoken exchanges

• Begins to write by

copying very short, basic examples of Standard Australian English

• Copies very short groups of words directly associated with a visual representation of the words

Copies the colours which resulted in the experiment.

• Responds in basic

spoken exchanges involving one or two turns: - greets in ‘formulaic’

ways (‘Good morning’) and responds with a non-verbal response (a smile or other facial movement) to the next turn (How are you?)

Good morning and a smile as a response to the question ‘Did you stay for the whole day?’

Copy very short written texts, which have been collaboratively constructed by teacher and student, to accompany visual representations of familiar contexts. (Scale 1) Sequence a known text using pictures or other visual resources. (Scale 1)

Key features and examples provides the main features of the Language Strand of each of genre, field, tenor and mode, as defined within the ESL Scope and Scales. They are a guide only to finding key features within a text. They are not descriptive of any particular genre or Scale level and not all key features and examples may be relevant to a specific text.

In Student examples of evidence the language items from the student text which are examples of the language features in Key features and examples, have been recorded.

Two versions of this proforma are used – one for a written text and the other for an oral text. The proformas are identical for each Scale.

The language items which have been recorded in Student examples of evidence indicate a tendency for a student to make choices from a Scale or a range of Scales. This Scale or Scale range for each of genre, field, tenor and mode is recorded in the Scale column. Where the language items provide insufficient information for such a determination, the Scale column is left blank.

Examples of evidence from the ESL Scales relevant to the student’s set of evidence have been recorded in both the Text in Context strand and the Language strand, as dot points. Comments and examples from the student’s texts reflecting the student’s achievements in relation to an example of evidence from the ESL Scales, have been written in italics.

This statement is a determination of the Scale based on the student’s set of evidence. The words, “contributing mostly to Scale 1” indicates that the student can be considered as working within that Scale rather than having achieved that Scale.

This statement clarifies whether the student requires ESL support.

Key Teaching Points recommends learning activities for the students, in relation to the text types provided in the set of evidence. These activities have been suggested in order to elicit additional evidence for the achievement of an Outcome and/or to extend the student.




Scale 1 Scale 2

GENRE:

Outcome 1.1 Interacts in highly structured routine exchanges and, with support, responds to, copies and arranges a strictly limited range of written texts and a range of simple visual texts.

Outcome 2.1 Interacts in highly routine exchanges and responds to, copies and collaboratively constructs a strictly limited range of write texts and a range of simple visual texts.

Text in Context • understands that signs can give commands

• copies very short, basic examples of English

• participates in very basic formulaic spoken exchange

• understands that signs and packaging can give commands and copies most basic examples

• understands some main ideas in a simple story read aloud

• jointly constructs and copies short, basic examples of English

• participates in basic highly formulaic spoken exchanges with memorised segments

SOME KEY DIFFERENCES BETWEEN SCALE 1 AND SCALE 2

AS EVIDENT IN THE STUDENTS’ SETS OF EVIDENCE GENRE: The sets of evidence of both Sara and Stefan reveal a very early understanding of the use of written Standard Australian English. Both students know that letters and words carry meaning. While Sara writes only words in the labelling activity, Stefan uses sentences with one or two examples of pronoun reference: this is a man he cut bread (Scale 2). FIELD: Both Sara and Stefan are able to demonstrate a very limited use of concrete everyday vocabulary. Stefan is able to use most basic grammatical items: a, on, my (Scale 2). TENOR: Both Sara and Stefan are able to participate in classroom routines (Scale 1). Stefan is able to participate in a spoken exchange with more than non verbal behaviour and key words, and answer questions simply (Scale 2). Stefan also pronounces words comprehensibly (Scale 2). MODE: Both Sara and Stefan are able to copy words (Scale 1). Stefan is able to construct chunks of written text (Scale 2).

Each of the examples of evidence has been taken from the ESL Scope and Scales, however not all the examples in each Scale have been included. A full list of the examples of evidence is available in the ESL Scope and Scales.

The examples of evidence from the ESL Scope and Scales have been reordered to highlight the differences between the Scales.

For each Outcome, there is a comparison of the evidence for the ESL Scale assigned to students’ sets of evidence.



Sara : NAMING VISUALS / READING WORDS Oral Test March 6th 2003 This was done after intensive class work on these words. Students responded to visual stimuli. Teacher: What is your name? Student: Sara. (The student was asked to say words by looking at pictures) Teacher: Can you please say these family words? Student: Son correct word - daughter or sister Father Mum correct word - mother or wife Boy correct word - son or brother Teacher: Please say these colour words Student: Yellow Green correct word - red Yellow correct word - green Yellow correct word - white Teacher: Please say these fruit words Student: Orange Er correct word - pear Limon (lemon) Grapes Teacher: Please say these verbs (pictures of the actions) Student: Sleeping Writing Sitting Shower (wash or washing) Teacher: Please read these words (2 an 3 letter words on cards) Student: Ah correct word - I Go correct word - you He Shes correct word - she Te correct word - the An And It correct word - a Is Air correct word - are You correct word - we Tea correct word - they Don’t know correct word - yes An correct word – no you correct word - me you correct word – my hish correct word – has




Sara: NAMING VISUALS/READING WORDS

Language Key features and examples Student examples of evidence Scale Genre: Language for

achieving

different

purposes

schematic structure organises the text: • rhetorical questions: And what about the

students? • conjunctions: Secondly, Finally, In addition • noun groups: Another reason, One of the

main arguments, The principle cause of the increase

• phrases and dependent clauses of time, place, manner: Born in 1898

• phrases and dependant clauses of cause: As a result of the rain..; Led by Nelson Mandela, South Africa..

• non finite clauses • action verbs (in procedures): Slice, Boil • topic words: Antarctica, Pollution • initiate and close interactions: less

formulaic, formulaic expressions, gestures • ask and answer questions • participate in song, rhyme, chorus, reading builds cohesion: • reference items: my, it, they, him, the, this,

these, all of the above, such examples • vocabulary patterns:

− synonyms/antonyms − words that go together: lodge a complaint − word sets: gene, inherit, hereditary,

dominant, recessive − classification: teeth: canines, molars,

premolars, incisors − composition (whole part): tooth: enamel,

dentine, pulp, nerve. • conjunctions to join sentences or

paragraphs of a text: However, Therefore, Hence, Conversely, In fact

joins clauses to expand information: • linking conjunctions: and, or, so, and then • binding conjunctions: because, if, since,

when, whenever, though • relative clauses: The Suez Canal, which

was completed in 1869. • projection: Scientists claim that..; The

results demonstrate that… • non-finite clause: The team, having seen the

results, felt…; Having seen the results, the team…

level of scaffolding

• initiate and close: responds to formulaic initiation of

exchange with one word answers • ask and answer: follows teacher’s verbal

instructions • participate: reads words and responds verbally to

visual stimuli • reference items: student reads from cards – he,

shes (she), an Student’s responses are scaffolded by the teacher’s questions and visual stimuli.

1



Field: Language for

expressing

ideas and

experiences

noun groups: • numbers, describers, classifiers, qualifiers:

a book, the pencil*, all day, the children in the water, the children living in the city, The medical discovery that has had the most impact

comparatives: • funnier, slower, more beautiful, best

abstract and technical nominalisations: • likelihood, growth, development, beauty,

risk, capability, potential verbs: • action: subtract, divide, peered, scanned,

demolished • mental (sensing): knew, believe, knew,

understood, enjoyed, hated • saying: said, laughed, shouted stated,

asserted • relational: are, became, has consists of,

represents, means • verbal groups: want to play • phrasal verbs: fell in with the wrong crowd,

look it up, put up with, put off, put out causal relations: • verbs: led to, brought on • nouns: the result of the floods • phrase: because of the heat • dependent clause: because the weather

was bad circumstances and clauses: • when: when he arrived • where: at the sign • how: carefully, like a leopard • with whom, what: with his friend

metaphors: • Get it off your chest

topic specific/technical vocabulary • digest, high sugar levels, niacin

direct and reported speech: • direct: She said, “I am going home.” • reported: She said she was going home.

referencing: • direct: according to, the manager said • indirect: It is commonly thought, Studies

have shown

* For Scale 5 onward only more complex noun groups cited. • understood/identified: father, yellow, orange, limon

(lemon), grapes, shower • used: son, father, mum, boy, yellow, green, orange,

limon (lemon), grapes, shower • action: sleeping, writing, sitting (identified from

visual stimuli) • relational: is, hish (has) (read from cards)

1



Tenor: Language for

interacting with

others

speech functions: • statements • questions • offers • commands subjectivity/objectivity • subjective: In my opinion • objective: The response of the army modality: • certainty: will, possibly, it suggests, I am

sure, tend to, might be able to • frequency: always, typical, tendency • obligation: must, necessarily, they forced,

demand • inclination: like, willing, preference interpersonal meaning: • feelings, attitudes: unfortunately,

importance, outstanding • idioms, colloquialisms, euphemisms,

humour • names to refer to people • culturally specific references verbal elements: • intonation, volume, pace, word stress, tone,

pronunciation, and other sound patterns • pronunciation of foreign words non verbal elements: • body language, eye contact, physical

response appropriate tenor for the context

Student is able to respond to a simple direct question: What is your name? and responds appropriately when the teacher uses a question to realise a command: Can you say these family words? The student also understands the teacher’s instructions when direct commands are used: Please say these colour words.

1

Mode:

Language for

creating spoken

and written

texts

foregrounding: • abstractions: The destruction of the habitat • conjunction in second place: Success, on

the other hand, … • phrases and dependant clauses of cause • phrases and dependent clauses of time,

place, manner including consecutive phrases time, place

• non-human elements: The lathe, Koalas • human elements: specific We, general

People • action verbs: Draw appropriateness of foregrounding coherence: • construction of introduction, topic sentences

and conclusion, and the links between them primary and secondary tenses: • primary: simple past, present, future • secondary: other tenses eg was sleeping,

wanted to go, haven’t played, was going to have to play

active/passive voice: • active: The heavy rainfall led to some minor

flooding. • passive: Minor flooding was caused by the

heavy rain. multimedia / multimodal: • links between gestures, visual images,

sound, light, physical objects, layout, tables, print text and spoken text

• human: Sara • action verbs: Don’t know • primary: some present participles identified and

used to name the actions represented by the visual stimuli: sleeping, writing, sitting

The student does not yet recognise all letters of the alphabet or the sounds that they can represent. Very few common two and three letter words are recognised.

1



Sara : LABELLING

bottle bread seat baby ??? bread mother children grandmother book barbecue tea



Evidence for Scaling Sara: LABELLING


Scale

Genre: Language for

achieving

different

purposes

schematic structure organises the text: • rhetorical questions: And what about men? • conjunctions: Secondly, Finally, In addition • noun groups: Another reason, The principle

cause of the increase, One main argument, • phrases and dependent clauses of time,

place, manner: Born in 1898 • phrases and dependant clauses of cause:

As a result of the rain; • non finite clauses • topic words: Antarctica, Pollution • action verbs (in procedures): Slice, Boil • layout: subheadings, pictures, diagrams builds cohesion: • reference items: my, it, they, him, the, this,



dominant, recessive − classification: teeth: canines, molars. − composition (whole part): tooth: enamel.

• conjunctions to join sentences or paragraphs of a text: However, Therefore, Hence, Conversely, In fact

joins clauses to expand information: • linking conjunctions: and, but, so, and then • binding conjunctions: because, if, since,



results demonstrate that… • non-finite clauses: Having seen the results, level of scaffolding

Student has listed items identified in the visual stimulus. • layout: list with on or two words on each line,

written on alternate lines and from left to right Text was written independently after extensive scaffolding in a similar formative task.

1



Field: Language for

expressing

ideas and

experiences


a book, the pencil*, the children in the water, the children living in the city, The medical discovery that has had the most impact



risk, capability, potential verbs: • action: divide, peered, scanned, demolished • mental (sensing): knew, believe, knew,

understood, enjoyed, hated • saying: said, laughed, stated, asserted • relational: are, became, has consists of,


look it up, put up with, put off, put out causal relations: • verbs: led to, brought on • nouns: the result of the floods • phrase: because of the heat • dependent clause: because the flood was

bad circumstances and clauses: • when: when he arrived • where: at the sign • how: carefully, like a leopard • with whom, what: with his friend




referencing: • direct: according to, the manager said • indirect: It is widely thought, Studies show

* For Scale 5 onward only more complex noun groups cited. botl (bottle), bredt (bread), silt (seat), bebe (baby), midre (mother), fidren (children, Grnmidre (grandmother), bok (book), bibekey (barbecue), tee (tea)

1



Tenor:

Language for

interacting with

others

speech functions: • statements • questions • offers • commands subjectivity/objectivity • subjective: In my opinion • objective: The response of the army modality: • certainty: will, possibly, it suggests, I am sure,

might be able to, possibility • frequency: always, typical, tendency • obligation: must, necessarily, they forced,

demand • inclination: like, willing, preference interpersonal meanings: • attitude, feelings: beautiful, prefer, excellent,

naughty, just, only, luckily, unfortunately, importance, outstanding

• idioms, colloquialisms, euphemisms, humour • culturally specific references: dressed in black • names to refer to people appropriate tenor for the context

Mode:

Language for

creating spoken

and written texts

foregrounding: • abstractions: The destruction of the habitat • conjunction in second place: Success, on the

other hand, … • phrases and dependant clauses of cause • phrases and dependent clauses of time, place,

manner including consecutive phrases time, place

• non-human elements: The lathe, Koalas • human elements: specific We, general People • action verbs: Draw appropriateness of foregrounding coherence: • construction of introduction, topic sentences


wanted to go, was going to have to play active/passive voice: • active: The heavy rainfall led to some minor


heavy rain. print conventions and layout: • handwriting • abbreviations • representing sounds with letters • spelling: link to pronunciation and visual

patterns, spelling common and uncommon words, using prefixes and suffixes

• punctuation: capitals, fullstops, question marks, commas, speech marks, apostrophes, semicolons, dashes, links to intonation

multimedia / multimodal: • links between gestures, visual images, sound,

light, layout, tables, spoken text and print text

Handwriting is legible and student writes from left to right. Student recognises most beginning sounds of words and some end sounds. Spelling is phonetic and most words, though spelt incorrectly, are distinguishable.

1



Stefan: NAMING VISUALS/READING WORDS

Oral Test March 6th 2003 This was done after intensive class work on these words. Students responded to visual stimuli. Teacher What is your name? Stefan. (The student was asked to say words by looking at pictures) Teacher Can you please say these family words? Student Girl (acceptable answer) correct word - daughter or sister father mother boy (acceptable answer) correct word - son or brother Teacher Please say these colour words Student Yellow rid correct word - red green I don’t know correct word - white Teacher Please say these fruit words Student I know correct word – orange In each case the student meant ‘I don’t know’ I know correct word - pear I know correct word - lemon I know correct word - grapes Teacher Please say these verbs (pictures of the actions) Student Sleeping write Sit Eat correct word - wash or washing Teacher Please read these words (2 an 3 letter words on cards) Student I You He She The An And a Is are we they yes no me my has



Evidence for Scaling Stefan: NAMING VISUALS/READING WORDS

Language Key features and examples

Student examples of evidence

Scale

Genre: Language for

achieving

different

purposes






• non finite clauses • action verbs (in procedures): Slice, Boil • topic words: Antarctica, Pollution • initiate and close interactions: less formulaic,

formulaic expressions, gestures • ask and answer questions • participate in song, rhyme, chorus, reading builds cohesion: • reference items: my, it, they, him, the, this,













• initiate and close: responds to formulaic initiation of

exchange with one word answers • ask and answer: follows teacher’s verbal instructions • participate: reads words and responds verbally to

visual stimuli • reference items: I Student’s responses are scaffolded by the teacher’s questions and visual stimuli.

1



Field: Language for

expressing

ideas and

experiences
















have shown

* For Scale 5 onward only more complex noun groups cited. • understood/identified: girl, father, mother, boy, yellow,

rid (red), green, I, you, he, she, the, an, a, we, they, me my

• used: girl, father, mother, boy, yellow, rid (red), green, I, you, he, she, the, an, a, we, they, me my

• action: sleeping, write, sit, eat • mental (sensing): know • relational: is, has, are

2



Tenor: Language for

interacting with

others


sure, tend to, might be able to • frequency: always, typical, tendency • obligation: must, necessarily, they forced,

demand • inclination: like, willing, preference interpersonal meaning: • feelings, attitudes: unfortunately, importance,

outstanding • idioms, colloquialisms, euphemisms, humour • names to refer to people • culturally specific references verbal elements: • intonation, volume, pace, word stress, tone,



Student is able to respond to a simple direct question: What is your name? and responds appropriately when the teacher uses a question to realise a command: Can you say these family words? The student also understands the teacher’s instructions when direct commands are used: Please say these colour words. A basic understanding of the grammar of statements is evident in the student’s responses: I know and I don’t know. The student is able to read aloud many common two and three letter words with accurate pronunciation.

2

Mode:

Language for

creating spoken

and written

texts









heavy rain. multimedia / multimodal: • links between gestures, visual images,


• human: Stefan, I • primary: simple present and present participles

used to name the actions represented by the visual stimuli: sleeping, write, sit

The student is able to read aloud many common two and three letter words.

2



Stefan: LABELLING



Evidence for Scaling Stefan: LABELLING


Scale

Genre: Language for

achieving

different

purposes













The student has identified the people and objects in the visual stimulus and used sentences to list them. • noun groups: This • layout: uses a new line for each sentence • reference items: This, a, the, a, he, my • vocabulary patterns: − words that go together: read a book − word sets: picnic rug, pleat (plate), bowl, table

(table), salat (salad), bread, basket, chear (chair); mother, son

• linking: and Text was written independently after extensive scaffolding in a similar formative task.

2



Field: Language for

expressing

ideas and

experiences














* For Scale 5 onward only more complex noun groups cited. a bowl, the table (table), the salat (salad), a man, bread, the basket, the chear (chair), a book, My son, mother, a pleat (plate), the picnic rug, a tree • action: cut, sit, read • relational: is • where: on the table (table), on the chear (chair), on

the picnic rug

2



Tenor: Language for

interacting with

others


sure, might be able to, possibility • frequency: always, typical, tendency • obligation: must, necessarily, they forced,




The text is a series of statements about what the student sees in the visual stimulus. The statements are expressed mainly in simple sentences and one compound sentence is used. The text is objective and factual and this is appropriate. The vocabulary chosen indicates that the writer is a learner responding to a teacher’s request to demonstrate understandings about the concept of a picnic and the related language.

2

Mode:

Language for

creating spoken

and written

texts











multimedia / multimodal: • links between gestures, visual images,

sound, light, layout, tables, spoken text and print text

• non-human: This • human: He Most sentences are foregrounded with the demonstrative pronoun this. He is also used appropriately on one occasion. These choices are appropriate for a labelling task. The text is cohesive in that all of the sentences are about the picture, although without the visual stimulus as part of the text, it would be difficult to understand the meanings being made. • primary: uses only primary tenses with limited

accuracy • active voice used appropriately The student uses separate lines for each sentence. Some spellings are phonetic eg. chear, tabel, salat; others are guesses eg. pleat for plate. There are seven sentences but only two capital letters to start sentences and only one full stop at end of fourth sentence.

2




Scale 1 Scale 2

GENRE:

Outcome 1.1 Interacts in highly structured routine exchanges and, with support, responds to, copies and arranges a strictly limited range of written texts and a range of simple visual texts.

Outcome 2.1 Interacts in highly routine exchanges and responds to, copies and collaboratively constructs a strictly limited range of write texts and a range of simple visual texts.

Text in Context

• understands that signs can give commands • copies very short, basic examples of English • participates in very basic formulaic spoken exchange



• jointly constructs and copies short, basic examples of English


Language • responds in basic spoken exchange involving one or two turns (makes a greeting and gives nonverbal response)

• sequences pictures of a known text

• responds in basic spoken exchange involving two or three turns (makes a greeting and responds)

• draws pictures of the stages of a narrative • uses one or two examples of pronoun reference

FIELD: Outcome 1.2 Understands and uses isolated examples of concrete vocabulary ad the most elementary grammatical items constructing personally relevant fields.

Outcome 2.2 Understands and uses a strictly limited range of vocabulary and grammatical items constructing personally relevant fields.

Text in Context

• uses strictly limited range of concrete everyday vocabulary

• uses mainly common sense, everyday vocabulary with isolated concrete technical vocabulary

Language • understands narrow range of actions verbs • understands small range of common noun groups and action verbs

• understands very basic phrases of location • uses basic grammatical items (a, on, in, my)

TENOR:

Outcome 1.3 Participates with limited accuracy and confidence in a strictly limited range of immediate, highly supportive contexts.

Outcome 2.3 Participates with limited accuracy yet appropriately in a strictly limited range of familiar highly supportive contexts.

Text in Context

• participates appropriately in classroom routines by copying others

• uses single words and relies on actions to make meaning

• participates appropriately in classroom routines • participates in basic routine spoken exchanges

Language • responds appropriately non verbally when meaning is clear from immediate context

• expresses statements, questions, offers, commands using key word and gesture only

• chooses a few formulaic expressions

• responds appropriately to tone of voice and stress on key words

• expresses statements, questions, offers, commands using key words, stress and gesture

• chooses the most common formulaic expressions MODE:

Outcome 1.4 Interacts in a strictly limited range of spoken texts located in the immediate context (face-to-face interactions and accompanying some action) and begins to copy segments of written text.

Outcome 2.3 Constructs a strictly limited range of spoken texts located in the immediate context (face-to-face interactions usually accompanying some action) and begins to construct chunks of written text collaboratively.

Text in Context

• relies on gesture to convey meaning in spoken mode • begins to write by copying words or groups of words • understands the general purpose of a limited range of

school-based environmental print

• relies on gesture to convey more complex meanings in spoken mode

• relies on visual images to convey more complex meanings in writing

• begins to write by copying groups of words or phrases or simple sentences

• understands the general purpose of environmental print

Language • can say aloud one or two examples of environmental print

• begins to identify beginning sounds in words • uses some conventions for printed English: writes

predominantly from left to right

• can say aloud a few examples of environmental print • begins to identify most beginning and end sounds in

words • uses some conventions for printed English: writes from

left to right, top to bottom, some copied letters are identifiable

• uses visual images and gestures to convey more complex meanings



SOME KEY DIFFERENCES BETWEEN SCALE 1 AND SCALE 2 AS EVIDENT IN THE STUDENTS’ SETS OF EVIDENCE

GENRE: The sets of evidence of both Sara and Stefan reveal a very early understanding of the use of written Standard Australian English. Both students know that letters and words carry meaning. While Sara writes only words in the labelling activity, Stefan uses sentences with one or two examples of pronoun reference: this is a man he cut bread (Scale 2). FIELD: Both Sara and Stefan are able to demonstrate a very limited use of concrete everyday vocabulary. Stefan is able to use most basic grammatical items: a, on, my (Scale 2). TENOR: Both Sara and Stefan are able to participate in classroom routines (Scale 1). Stefan is able to participate in a spoken exchange with more than non verbal behaviour and key words, and answer questions simply (Scale 2). Stefan also pronounces words comprehensibly (Scale 2). MODE: Both Sara and Stefan are able to copy words (Scale 1). Stefan is able to construct chunks of written text (Scale 2).



Rita : DESCRIPTION

Rita



Rita : DESCRIPTION

Task: Write a short story about this picture.

Write 3 paragraphs (1) Write an introduction (2) Describe what is happening in the picture (3) Finish the story

Write 50 -100 words

My nem is Rita I wrat a Story abat My frends wot we daent on Sudrda.

Vvere Sudrda I have gud tam wet My, frends. We goin in the park we enjoy in the

park there a trees and wadre It is a suny dey

Mia and Jo,are swimming. Tom is riding on bacecyl. Kicha is fishing nexst to

trees. nexst to he we are plaing. AlesAndra is sleeping nexst to the trees on

grass. Mark and Selviya are Climing on the trees.

We oll have a fun day we enjoy in park we oll enjoy toking and joking.



Evidence for Scaling Rita : DESCRIPTION


Scale

Genre: Language

for

achieving

different

purposes


cause of the increase, One main argument, • phrases and dependent clauses of time, place,

manner: Born in 1898 • phrases and dependant clauses of cause: As a

result of the rain; • topic words: Antarctica, Pollution • action verbs (in procedures): Slice, Boil • layout: subheadings, pictures, diagrams builds cohesion: • reference items: my, it, they, him, the, this,


− synonyms/antonyms − words that go together: lodge a complaint − word sets: gene, inherit, hereditary, dominant,

recessive − classification: teeth: canines, molars. − composition (whole-part): tooth: enamel.


joins clauses to expand information: • linking conjunctions: and, but, so, and then • binding conjunctions: because, if, since, when,

whenever, though • relative clauses: The Suez Canal, which was

completed in 1869. • projection: Scientists claim that..; The results

demonstrate that… • non-finite clauses: Having seen the results, level of scaffolding

The text begins with an introduction, followed by a recount, an invented description of what is happening in the stimulus picture and a conclusion. • noun groups: Mia and Jo, My nem • time, place, manner: Evere Sudrda (Every

Saturday) • reference items: My, a, we, I , the, It, he (him),

oll (all) • vocabulary patterns: − synonyms/antonyms: Have gud tom (a

good time)/enjoy − composition: park: trees, wadre (water),

grass Student followed written instructions given on assessment task sheet and used visual text as a stimulus for writing.

3



Field: Language

for

expressing

ideas and

experiences

noun groups: • numbers, describers, classifiers, qualifiers: the

pencil*, the children in the water, the children living in the city, The medical discovery that has had the most impact


abstract and technical nominalisations: • likelihood, growth, development, beauty, risk,

capability, potential verbs: • action: divide, peered, scanned, demolished • mental (sensing): knew, believe, knew,


represents, means • verbal groups: want to play • phrasal verbs: fell in with the wrong crowd, look it

up, put up with, put off, put out causal relations: • verbs: led to, brought on • nouns: the result of the floods • phrase: because of the heat • dependent clause: because the flood was bad

circumstances and clauses: • when: when he arrived • where: at the sign • how: carefully, like a leopard • with whom, what: with his friend





* For Scale 5 onward only more complex noun groups cited. My nem (name), a story, My frends (friends), Evere Sudrda (Every Saturday), gud tam (a good time), the park, (a) trees and wadre (water), a suny dey (sunny day), a bacecyl (bicycle), the trees, a fun day, grass • action: wrat (wrote), daeng (do), goin (go), are

swimming, is riding, is fishing, are playing, are climing (climbing), is sleeping

• mental (sensing): we enjoy • saying: toking (talking), joking • relational: have, a (are), is • when: on Sudrda (on Saturday), Evere Sudrda

(Every Saturday), • where: in the park, nexst (next) to the trees, on

(the) grass, on bacecyl (on a bicycle), on (in) the trees

• with whom, what: wet My, frends (with my friends)

3



Tenor:

Language

for

interacting

with others

speech functions: • statements, questions, offers, commands subjectivity/objectivity • subjective: In my opinion • objective: The response of the army modality: • certainty: will, possibly, it suggests, I am sure, might

be able to, possibility • frequency: always, typical, tendency • obligation: must, necessarily, they forced, demand • inclination: like, willing, preference interpersonal meanings: • attitude, feelings: beautiful, prefer, excellent,



The text is written as a series of statements. • frequency: Evere Sudrda (Every Saturday) • feelings, attitudes: we all have fun, we enjoy in

park, we all enjoy toking (talking) and joking, have gud tam (have a good time), a fun day

• names: Mia, Jo, Tom, Kicha, AlesAndra, Mark, Selviya.

Student has written this ‘story’ as a ‘description’ or ‘personal recount’ about a regularly activity. This is not the requested genre but the student shows an ability to reflect on what she might be doing with her friends at the weekend.

2/3

Mode:

Language

for creating

spoken and

written texts

foregrounding: • abstractions: The destruction of the habitat • conjunction in second place: Success, on the other

hand, … • phrases and dependant clauses of cause • phrases and dependent clauses of time, place,

manner including consecutive phrases time, place • non-human elements: The lathe, Koalas • human elements: specific We, general People • action verbs: Draw appropriateness of foregrounding coherence: • construction of introduction, topic sentences and

conclusion, and the links between them primary and secondary tenses: • primary: simple past, present, future • secondary: other tenses eg was sleeping, wanted to

go, was going to have to play active/passive voice: • active: The heavy rainfall led to some minor

flooding. • passive: Minor flooding was caused by the heavy

rain. print conventions and layout: • handwriting • abbreviations • representing sounds with letters • spelling: link to pronunciation and visual patterns,

spelling common and uncommon words, using prefixes and suffixes

• punctuation: capitals, full-stops, question marks, commas, speech marks, apostrophes, semicolons, dashes, links to intonation

multimedia / multimodal: • links between gestures, visual images, sound, light,

layout, tables, spoken text and print text

• abstractions: My nem (name) • time, place, manner: Evere Sudrda (Every

Saturday) • non-human elements: It (This Saturday) • human: I, We (my friends and I), Mia and Jo,

Tom, Kicha, AlesAndra, Mark and Selviya Human elements are generally foregrounded and this is appropriate for a simple description of what people are doing. Characters’ names need to be introduced in the first paragraph to foreground the description of what each one is doing in the second paragraph. The paragraphs are not linked through the use of conjunctions but rather the fact that they describe the same field: Saturdays at the park with my friends. • primary: simple present and present continuous

and simple past on one occasion Demonstrates good control over present continuous tense. In the first paragraph, the student uses the simple present to recount a regular activity. This is an appropriate choice. The second paragraph is written in the present continuous as it is a description of events as they are happening. This is also appropriate. In the final paragraph, the student returns to recounting and changes appropriately to the simple present tense. • active Does not use full stops regularly Uses capital letters for names and at the beginning of sentences but also uses capital letter in wrong place eg: ‘abat My frends’ Student is able to use are ‘doing’ when referring to two people and uses is ‘doing’ when referring to one person.

3



Nick : DESCRIPTION



Nick : DESCRIPTION

Task: Write a short story about this picture.

Write 3 paragraphs (4) Write an introduction (5) Describe what is happening in the picture (6) Finish the story

Write 50 -100 words

John and his friend are swinimg in lakes near the hills

The are very compontble and Ejoy them sulf doing many thinks fishing and Playing.

Can you see what The are doing in picture. John is fishing and Tim Tom are swims

in side the lakes and Ali is riding the bicycal. and Three children are Playing Games

and some are sitting on the Trees.

So the friends are ejoy the Good day for swim and fishing.



Evidence for Scaling Nick : DESCRIPTION


Scale

Genre: Language

for

achieving

different

purposes






• phrases and dependant clauses of cause: As a result of the rain;

• topic words: Antarctica, Pollution • action verbs (in procedures): Slice, Boil • layout: subheadings, pictures, diagrams builds cohesion: • reference items: my, it, they, him, the,

this, these, all of the above, such examples

• vocabulary patterns: − synonyms/antonyms − words that go together: lodge a

complaint − word sets: gene, inherit, hereditary,

dominant, recessive − classification: teeth: canines, molars. − composition (whole-part): tooth:

enamel. • conjunctions to join sentences or


joins clauses to expand information: • linking conjunctions: and, but, so, and

then • binding conjunctions: because, if, since,



results demonstrate that… • non-finite clauses: Having seen the

results, level of scaffolding

The text is written as three paragraphs of description. The final paragraph is a one sentence summary of the events described. • rhetorical questions: Can you see what the are doing

in picture. • conjunctions: So • noun groups: John and his friend • reference items: The (they), his, the, them sulf

(themselves), you, some • vocabulary patterns: − words that go together: playing games − word sets: lake, hills, fishing, trees, swim

• linking: and Student followed written instructions given on assessment task sheet and used visual text as a stimulus for writing.

3/4



Field: Language

for

expressing

ideas and

experiences

noun groups: • numbers, describers, classifiers,

qualifiers: the pencil*, the children in the water, the children living in the city, The medical discovery that has had the most impact



risk, capability, potential verbs: • action: divide, peered, scanned,



represents, means • verbal groups: want to play • phrasal verbs: fell in with the wrong

crowd, look it up, put up with, put off, put out

causal relations: • verbs: led to, brought on • nouns: the result of the floods • phrase: because of the heat • dependent clause: because the flood was






* For Scale 5 onward only more complex noun groups cited. lakes near the hills, the Good day for swim(swimming) and fishing, John and his friend, the hills, the bicycal (bicycle), three children, the friends, many thinks (things) • fishing, playing, swim (swimming) • action: swinimg (swimming), riding, playing, sitting,

doing, fishing • mental (sensing): ejoy (enjoy), see • relational: are compontble (comfortable) • where: in lakes, near the hills, in (the) picture, in side

(in) the lakes (lake), on the Trees • bicycal (bicycle)

3



Tenor:

Language

for

interacting

with others

speech functions: • statements, questions, offers, commands subjectivity/objectivity • subjective: In my opinion • objective: The response of the army modality: • certainty: will, possibly, it suggests, I am




• idioms, colloquialisms, euphemisms, humour

• culturally specific references: dressed in black

• names to refer to people appropriate tenor for the context

Demonstrates ability to construct simple statements and a simple question using the appropriate word order. • feelings, attitudes: compontble (comfortable), ejoy

(enjoy), good, Good day • names: John, Tim, Tom, Ali, his friend, three children The writer has chosen the tenor of an older parental type figure reading to a younger child. This adult student may be picking up on the cultural way of telling stories or may have seen this pattern in some of the early readers. The text is written in third person with the writer inviting the reader to engage with the text through a question. This is a common device used in texts written for children.

3/4

Mode:

Language

for creating

spoken and

written texts






and conclusion, and the links between them • coherence of paragraph – topic sentence,

elaboration, extension and or example primary and secondary tenses: • primary: simple past, present, future • secondary: other tenses eg was sleeping,





• punctuation: capitals, full-stops, question marks, commas, speech marks, apostrophes, semicolons, dashes, links to intonation



• human: John and his friend, The (they), John • action verbs: Can you see Human elements are foregrounded throughout the text and this is appropriate for a simple description of what people are doing. The paragraphs are not linked through the use of conjunctions but rather the fact that they describe the same field. • primary: are swinimg (swimming), are very compontble

(comfortable), can you see, is riding, are playing, are sitting, are ejoy (enjoying)

Student is aware that present continuous is used to describe what is occurring in the picture and this tense is used accurately in most instances. Student uses phonetics to write some words eg: bicycal for bicycle and attempts the sound of comfortable with compontble. Student understands the use of capital letters to begin a new sentence and uses full stops at the end of sentences. Appears to have good control of subject/verb order. Has agreement between ‘they’ and ‘are’ and ‘them sulf’

3/4




Scale 2 Scale 3 GENRE:

Outcome 2.1 Interacts in highly routine exchanges and responds to, copies and collaboratively constructs a strictly limited range of written texts and a range of simple visual texts.

Outcome 3.1 Interacts in routine spoken exchanges with some tentative experimenting and, with support, responds to and constructs a limited range of written texts.

Text in Context




• begins to write very short, basic texts by copying or jointly constructing examples

• understands that several basic genres have different purposes and that the purposes are similar across cultures

• understands the main ideas and characters of a well-illustrated story when read aloud

• understands that certain texts give commands or information and constructs isolated examples copied from or closely modelled on printed texts

• participates in short, almost formulaic exchanges and slightly longer spoken texts if memorised

• participates in simple group activities based on shared texts (usually spoken language accompanying actions)

• reads a small range of everyday and environmental texts and collaboratively constructs very brief examples of the most familiar

Language • responds in basic spoken exchange involving two or

three turns (makes a greeting and responds) • draws pictures of the stages of a narrative; matches

pictures and words of a procedure • uses one or two examples of pronoun reference

• understands the purpose of several basic genres and identifies the contexts in which they are used

• understands the structure of several basic genres • participates in texts such as songs beyond simply the

chorus or rhyme • initiates basic spoken exchanges involving two or three

turns • constructs elementary examples of basic genres by

speaking and writing components of them with a high degree of visual and teacher scaffolding

• uses most basic reference items accurately most of the time: uses basic pronouns (I, you, my, here)

FIELD:

Outcome 2.2 Understands and uses a strictly limited range of vocabulary and grammatical items, constructing personally relevant fields.

Outcome 3.2 Understands and uses a very narrow range of common, everyday vocabulary constructing personally relevant fields, and uses isolated examples of concrete technical vocabulary.

Text in Context

• uses mainly common sense, everyday vocabulary with isolated concrete technical vocabulary

• uses vocabulary that is developing their knowledge of the school and community, and other personally relevant topics

• uses vocabulary that is mainly commonsense and everyday but chooses some concrete technical vocabulary

• identifies some very familiar words in a variety of contexts

• uses first language dictionary but has a limited understanding of appropriateness for a specific context

• reads some environmental print (words on public signs, logos, numbers on posters)

Language • understands small range of common noun groups and action verbs

• understands very basic phrases of location • uses basic grammatical items: a, on, in, my

• uses very basic phrases of location but understands a slightly wider range

• identifies some very familiar vocabulary in a variety of contexts e.g. can identify the names of their teachers and classmates from among other names

• articulates in basic ways such as simple phrases the meanings made in visual materials

• expands vocabulary by exploring how to classify and describe (classification: native/non-native animals; description: very small/small/big/very big/huge animal)



TENOR:

Outcome 2.3 Participates with limited accuracy yet appropriately in a strictly limited range of familiar, highly supportive contexts.

Outcome 3.3 Participates appropriately in a strictly limited range of familiar, highly supportive contexts, using with some accuracy a limited range of basic grammatical structures.

Text in Context

• participates appropriately in classroom routines • participates in basic routine spoken exchanges

• chooses limited range of ways of expressing statements, questions, offers, commands, using predominantly modelled examples with limited accuracy in a limited range of familiar supportive contexts

• takes on the roles of appropriately asking and answering questions and giving commands to peers as well as responding to commands

• expresses statements and questions in basic ways • follows instructions with less dependence on non-

verbal elements • participates appropriately with increasingly more

language in group activities and classroom routines • participates appropriately in highly supportive contexts

through basic, spoken exchanges that are increasingly less routine

• begins to demonstrate critical awareness by identifying, with support, the appropriateness of a narrow range of behaviours (gaze, distance, gesture, touch)

Language • responds appropriately to tone of voice and when key words are stressed

• has a basic understanding of the grammar of statements, questions, offers, commands and expresses them in basic ways using key word, stress and gesture

• chooses the most common formulaic expressions • pronounces most frequently used words and phrases

comprehensibly

• uses basic grammatical items: articles (a, the), narrow range of prepositions (on, in), conjunctions (and), narrow range of adverbs (very)

• understands basic intonation patterns of statements and questions and responds accordingly

• responds appropriately to routine commands when meaning is clear through gestures and/or key words are stressed

• understands statements and basic yes / no questions and uses a limited range

• expresses statements, questions, offers and commands in basic ways, choosing two or three key words and relying on tone, intonation and actions

• chooses a narrow range of socially appropriate formulaic expressions at major stages of an exchange

• uses a limited range of evaluative language • pronounces most frequently used vocabulary

comprehensibly and begins to risk pronouncing less familiar words, repeating if necessary

MODE:

Outcome 2.4 Constructs a strictly limited range of spoken texts located in the immediate context (face-to-face interactions usually accompanying some action) and begins to construct chunks of written text collaboratively.

Outcome 3.4 Constructs a strictly limited range of spoken texts located in the immediate context, reads a limited range of texts supported by visuals and begins to write a strictly limited range of very brief texts collaboratively.

Text in Context

• relies on gesture to convey more complex meanings in spoken mode

• relies on visual images to convey more complex meanings in writing

• understands the general purpose of environmental print

• begins to write by copying groups of words or phrases or simple sentences

• chooses with some confidence to use more language relative to the number of gestures and visual resources

• organises the meanings in brief written texts in a logical order, with intensive support and for one or two genres only

• uses the basic print conventions appropriately • writes simple sentences and begins to rely less on

copying texts • reads with some confidence a small range of visual

texts and begins to draw basic examples Language • can say aloud a few examples of environmental print

• begins to identify most beginning and end sounds in words

• uses some conventions for printed English: writes from left to right, top to bottom, some copied letters are identifiable

• reads aloud the crucial parts of a range of environmental print (labels in the classroom, days on the timetable)

• identifies the prominent items of information in short spoken, written and visual texts (matches words to pictures)

• chooses highly repetitive sentence beginnings in speech and writing (personal pronouns)

• demonstrates limited control of the primary tenses • begins to identify beginning and end sounds • spells with some accuracy many common monosyllabic

words learned in class and spells others based on some of the sounds in the word




GENRE: Stefan, Nick and Rita are able to construct brief written texts from visual stimuli. Stefan uses one or two examples of pronoun reference (Scale 2). Rita and Nick use basic pronnouns accurately most of the time (Scale 3).

FIELD: Stefan uses vocabulary that is mainly commonsense and everyday and he uses very basic phrases of location. (Scale 2) Nick and Rita understand and use a slightly wider range of basic phrases of location (Scale 3).

TENOR: Stefan participates appropriately in basic, routine spoken exchanges (Scale 2). He is able to answer questions with one or two key words. In written texts, Stefan, Rita and Nick all demonstrate a basic understanding of the grammar of statements (Scale 2). Nick and Rita use a limited range of evaluative vocabulary to express feelings and attitudes with some accuracy (Scale 3).

MODE: Stefan, Rita and Nick are all able to construct chunks of written text (Scale 2). Rita and Nick are able to organise the meanings in their texts in a logical order (Scale 3).



Anna: LETTER 3/10 Francis

Brookly Park

Dear Mr Owen

IcOme from SUDAN.

The people from my country.We are bad .Because they are fighting a lot In country. But the wealther is good.

Because there ,s war in my country. Iwould like to playing basketball.

Ilook like my brother . My friend like me.My family is abig family,

Iwould ike to wached television in my free time.

Ilike Adelaide because it s small city. Ihave visited melbourne and moonta bay.

My favorite place is Adelaide. Iwould like to be adoctor.

Ilive in flat. has a back yard.



Evidence for Scaling Anna: LETTER


Scale

Genre: Language

for

achieving

different

purposes




As a result of the rain; • topic words: Antarctica, Pollution • action verbs (in procedures): Slice, Boil • layout: subheadings, pictures, diagrams builds cohesion: • reference items: my, it, they, him, the, this,



dominant, recessive − classification: teeth: canines, molars. − composition (whole-part): tooth: enamel.






The text is written in the form of a personal letter with address and salutation, a paragraph of personal information. The writer has not included a complimentary closing or identified him/herself. • noun groups: The people from my country • topic words: I • layout: Address and salutation are in the

appropriate places. • reference items: I, we, they, my, it, me, The, a • synonyms/antonyms: good/ bad, SUDAN/my

country, small city/Adelaide, fighting/war • words that go together: free time, back yard • word sets: family, a big family, my brother; place,

Adelaide, melbourne, Moonta bay • linking conjunctions: But • binding: Because comment on level of independence – check with Mark

Orr

4/5



Field: Language

for

expressing

ideas and

experiences


the pencil*, the children in the water, the children living in the city, The medical discovery that has had the most impact












* For Scale 5 onward only more complex noun groups cited. The people from my country, bad people, country, the wealther (weather), my country, my brother, My friend, My family, a big family, television, my free time, Adelaide, small city, Melbourne, Moonta bay, My favorite (favourite) place, adoctor (a doctor), flat, a back yard. • action: fighting, visited, live • mental (sensing): like • relational: are, is, there,s (there’s), look like (means

“resemble”), has • verbal groups: would like to playing (play), would

ike to wached (like to watch), would like to be • phrasal verbs: come from • dependent clause: Because they are fighting a lot

in country,(this is written incorrectly as a complete sentence)Because there,s a war in my country (this is written incorrectly as a complete sentence and does not bind to another clause), because its small city (because it’s a small city)

• when: in my free time • where: in (my) country, in (a) flat, in my country • how: like my brother • small city, favorite place, doctor, flat, back yard,

moonta bay

4



Tenor:

Language

for

interacting

with others

speech functions: • statements, questions, offers, commands subjectivity/objectivity • subjective: In my opinion • objective: The response of the army modality: • certainty: will, possibly, it suggests, I am sure,





Uses very simple statements with varying degrees of accuracy. • frequency: a lot • inclination: would like to playing (play), would ike (like)

to wached (watch), I like, would like to be a doctor • attitude, feelings: bad, fighting, good, like, favourite • names: people, brother, friend, family Gives personal information and expresses feelings and hopes in a very limited way. The writer is positioned as an expert on the topic which is appropriate for a letter revealing personal information.

4

Mode:

Language

for creating

spoken and

written texts













• non-human: My favorite place • human: I, My family, My friend, we, The people from

my country Foregrounding of mostly human participants is appropriate for a very elementary recount. Very simple introduction- IcOme from SUDAN: no evidence of topic sentences or conclusion . Limited use of cohesive devises to organise the text and link sentences. • primary: are, like, are fighting, is, live, has • secondary: would like to playing, have visited, would

like, would like to wached (watch), would like to be Difficulties with subject/verb agreement and the construction of compound tenses are evident, although the choice of tense is generally appropriate. • Uses only active voice • written on the computer • Irregular spacing, particularly lack of spacing

between I and verb • Uses capitals at the beginning of sentences and

uses full stops at the end of sentences and sometimes after two dependent clauses

• Uses comma instead of apostrophe

4/5



Anna : NEWS STORY RECOUNT

Behind the News Story

Life in Iraq

School – In Iraq students study same subject Arabic.

Along ago the Islam Arabic prayers hundren time a day. But now the most of Muslim the Prayers few time a day. Many years ago Iraq was the rich country in the Middle East. But now Iraq was the poor country because he used fighting. There’s no sewerage systems & electricity and it has 240000 population.The most of children the donn’t go to school. Iraq it donn’t have missiles to attack america or Australia But it has smalls missiles that is he attack issrel in 1991 Gulf war.



Evidence for Scaling Anna : NEWS STORY RECOUNT


Scale

Genre: Language

for

achieving

different

purposes













A title and series of paragraphs are present. The text recounts and summarises a news item about “Life in Iraq” in Behind the News. • noun groups: School, Iraq • time, place, manner: Along ago (A long time

ago), Many years ago • layout: a series of paragraphs • reference items: the, the (they), he (Iraq), it

(Iraq), he (not used appropriately) • vocabulary patterns: − antonyms: rich/poor − word sets: Islam, prayers (prays), Muslim;

fighting, missiles, attack, 1991 Gulf War, − classification: country: issrel (Israel),

America, Australia, Iraq • conjunctions: But • linking: and, But • binding: because • relative clauses: But it has smalls missiles that

is he attack issrel (Israel)

4



Field: Language

for

expressing

ideas and

experiences














* For Scale 5 onward only more complex noun groups cited. same subject, The islam Arabic, the most of Muslim, hundred time a day, five time a day, Iraq, the rich country, the Middle East, the poor country, no sewerage systems, eletricity, population, most of children, school, missiles, America, Australia, smalls missiles, iisrel (Israel), 1991 Gulf War the rich (richest) country, the poor (poorest) country Life, sewerage systems, electricity, population, fighting • action: studies, prayers (prayed) used, donn’t

(don’t) go, to attack • relational: was, there’s, has, is • verbal groups: donn’t go, donn’t have : • dependent clause: because he used fighting • when: along ago, many years ago, now, in 1991

Gulf War, a hundren (hundred) time(s) a day • where: in Iraq, in the Middle East, to school, • Iraq, arabic, prayers (prays), Muslim, Middle East,

no sewerage systems, electricity, population, children, school, missiles, America, Australia, issrel, 1991Gulf War

4/5



Tenor:

Language

for

interacting

with others

speech functions: • statements • questions • offers • commands subjectivity/objectivity • subjective: In my opinion • objective: The response of the army modality: • certainty: will, possibly, it suggests, I am sure,





This text is a series of mostly simple sentences and several compound sentences as statements. The grammatical accuracy of the statements is very limited. • attitude, feelings: rich, poor, fighting, attack, smalls

missiles The writer is recounting a television news item so the tenor is objective which is appropriate for this kind of text.

Mode:

Language

for creating

spoken and

written texts




• non-human elements: The lathe, Koalas • human elements: specific We, general People • action verbs: Draw • appropriateness of foregrounding coherence: • construction of introduction, topic sentences









• time, place, manner: Along ago, Many years ago, But

now, In Iraq • non-human: School, Iraq • human: They most of children (Most of the children) Foregrounding of time place and manner, human and non-human elements is appropriate for a recount of a news report. There is no attempt to introduce the whole text through an introduction and paragraphs do not have topic sentences. Paragraphs are not linked. • primary: prayers (prayed), was, has, used, attack A limited use of primary tenses with varying accuracy. No use of passive voice. Handwriting legible, organised into paragraphs, accurate spelling of most common vocabulary used, appropriate use of full stops and capital letters.

5





Outcome 3.1 Interacts in routine spoken exchanges with some tentative experimenting and, with support, responds to and constructs a limited range of written texts.

Outcome 4.1 Interacts in predominantly routine exchanges and constructs a limited range of texts.

Text in Context

• understands that several basic genres have different purposes and that the purposes are similar across cultures

• understands the main ideas and characters of a well-illustrated story when read aloud

• understands that certain texts give commands or information and constructs isolated examples copied from or closely modelled on printed texts

• participates in short, almost formulaic exchanges and slightly longer spoken texts if memorised

• participates in simple group activities based on shared texts (usually spoken language accompanying actions)

• reads a small range of everyday and environmental texts and collaboratively constructs very brief examples of the most familiar

• understands for several basic genres that they have different purposes

• understands main ideas and characters in a short illustrated story read aloud

• participates in short predictable spoken exchanges relying less on memorised segments

• reads a small range of texts and collaboratively constructs very brief examples: very basic procedures, reports, descriptions, texts found in advertising and on packaging

• organises the meanings in brief written texts in a logical order

Language • understands the purpose of several basic genres and identifies the contexts in which they are used

• understands the structure of several basic genres • participates in texts such as songs beyond simply the

chorus or rhyme • initiates basic spoken exchanges involving two or three

turns • constructs elementary examples of basic genres by

speaking and writing components of them with a high degree of visual and teacher scaffolding

• uses most basic reference items accurately most of the time: uses basic pronouns (I, you, my, here)

• demonstrates understanding of the organisation and discriminating features of several basic genres: procedures, descriptive reports

• constructs components of several basic genres with less dependence on scaffolding:

• spoken exchanges involving three or four turns • procedures, reports • expands information using and, but • uses small range of reference items: possessive

pronouns, third person pronouns and demonstrative pronouns

FIELD:

Outcome 3.2 Understands and uses a very narrow range of common, everyday vocabulary constructing personally relevant fields, and uses isolated examples of concrete technical vocabulary.

Outcome 4.2 Understands and uses a very narrow range of vocabulary constructing personally relevant fields, and uses isolated examples of technical vocabulary.

Text in Context

• uses vocabulary that is developing their knowledge of the school and community, and other personally relevant topics

• uses vocabulary that is mainly commonsense and everyday but chooses some concrete technical vocabulary

• identifies some very familiar words in a variety of contexts

• uses first language dictionary but has a limited understanding of appropriateness for a specific context

• reads some environmental print (words on public signs, logos, numbers on posters)

• uses vocabulary for topics such as transport and amenities

• uses vocabulary that is mainly common sense and everyday but begins to use some technical vocabulary for personally relevant topics

• demonstrates understanding of technical vocabulary when constructing a very narrow range of educational topics

Language • uses very basic phrases of location but understands a slightly wider range

• identifies some very familiar vocabulary in a variety of contexts e.g. can identify the names of their teachers and classmates from among other names

• articulates in basic ways such as simple phrases the meanings made in visual materials

• expands vocabulary by exploring how to classify and describe (classification: native/non-native animals; description: very small/small/big/very big/huge animal)

• uses small range of phrases of time and location and understands a slightly wider range

• expands vocabulary by exploring numbers (eight), describers (very pretty, good-looking), classifiers (oil heater) , prepositions (on, under, in)

• demonstrates understanding of technical and non technical vocabulary constructing a narrow range of educational fields




Scale 3 Scale 4 TENOR:

Outcome 3.3 Participates appropriately in a strictly limited range of familiar, highly supportive contexts, using with some accuracy a limited range of basic grammatical structures.

Outcome 4.3 Participates appropriately in a limited range of familiar, highly supportive contexts, using a limited range of basic grammatical structures with some accuracy.

Text in Context

• chooses limited range of ways of expressing statements, questions, offers, commands, using predominantly modelled examples with limited accuracy in a limited range of familiar supportive contexts

• takes on the roles of appropriately asking and answering questions and giving commands to peers as well as responding to commands

• expresses statements and questions in basic ways • follows instructions with less dependence on non-verbal

elements • participates appropriately with increasingly more

language in group activities and classroom routines • participates appropriately in highly supportive contexts

through basic, spoken exchanges that are increasingly less routine

• begins to demonstrate critical awareness by identifying, with support, the appropriateness of a narrow range of behaviours (gaze, distance, gesture, touch)

• chooses narrow range of ways of expressing statements, questions, offers, commands, using predominantly modelled examples when communicating independently

• follows instructions with less dependence on non-verbal elements and begins to give commands

• begins to experiment with new expressions in familiar, supportive contexts

Language • uses basic grammatical items: articles (a, the), narrow range of prepositions (on, in), conjunctions (and), narrow range of adverbs (very)

• understands basic intonation patterns of statements and questions and responds accordingly

• responds appropriately to routine commands when meaning is clear through gestures and/or key words are stressed

• understands statements and basic yes / no questions and uses a limited range

• expresses statements, questions, offers and commands in basic ways, choosing two or three key words and relying on tone, intonation and actions

• chooses a narrow range of socially appropriate formulaic expressions at major stages of an exchange

• uses a limited range of evaluative language • pronounces most frequently used vocabulary

comprehensibly and begins to risk pronouncing less familiar words, repeating if necessary

• uses a small range of basic grammatical items: articles (a, an, the), auxiliaries (do, does, is, was), prepositions (out, under), adverbs (so, much)

• good understanding of typical intonation patterns of basic statements, questions and offers

• understands a small range of yes / no questions and uses a narrow range

• responds to commands with uncommon vocabulary • chooses a small range of socially appropriate formulaic

expressions and begins to use colloquial forms • uses a narrow range of evaluative language

MODE:

Outcome 3.4 Constructs a strictly limited range of spoken texts located in the immediate context, reads a limited range of texts supported by visuals and begins to write a strictly limited range of very brief texts collaboratively.

Outcome 4.4 Constructs a limited range of spoken texts located in the immediate context, reads a limited range of texts and begins to shape a strictly limited range of written texts.

Text in Context

• chooses with some confidence to use more language relative to the number of gestures and visual resources

• organises the meanings in brief written texts in a logical order, with intensive support and for one or two genres only

• uses the basic print conventions appropriately • writes simple sentences and begins to rely less on

copying texts • reads with some confidence a small range of visual

texts and begins to draw basic examples

• participates confidently and appropriately in face to face interactions

• chooses with increasing confidence to use more language relative to the number of actions, illustrations

• reads with some success a small range of texts constructing basic technical topics

• begins to write and draw a small range of basic examples of texts on technical fields

• writes very brief examples of everyday texts

Language • reads aloud the crucial parts of a range of environmental print (labels in the classroom, days on the timetable)

• identifies the prominent items of information in short spoken, written and visual texts (matches words to pictures)

• chooses highly repetitive sentence beginnings in speech and writing (personal pronouns)

• demonstrates limited control of the primary tenses • begins to identify beginning and end sounds • spells with some accuracy many common monosyllabic

words learned in class and spells others based on some of the sounds in the word

• reads along with simple text read aloud • chooses repetitive beginnings of sentences • demonstrates some control of primary tenses and their

formation for common regular verbs but a strictly limited control of secondary tenses

• spells accurately most common monosyllabic words and spells others based on own pronunciation

• experiments with punctuation




GENRE: Nick, Rita and Anna are all able to construct elementary examples of basic genres (Scale 3). Anna demonstrates an understanding of the structure of at least two basic genres and begins to organise the texts in a logical order. (Scale 4)

FIELD: Nick and Rita use vocabulary that is mainly commonsense and everyday with some concrete technical vocabulary in their Descriptions. (Scale 3) Anna begins to use some technical vocabulary in her News Story Recount. (Scale 4)

TENOR: Nick and Rita use a limited range of vocabulary to express feelings and attitudes. (Scale 3) Anna’s range of evaluative language is slightly broader. (Scale 4)

MODE: Nick and Rita use only primary tenses and demonstrate limited control of these. (Scale 3) Anna uses primary tenses and begins to use secondary tenses with limited accuracy. (Scale 4)



Quin : PERSONAL RECOUNT




I was born in a villager of the Vietnam. When I was nine years old, My family went to

the city. During I had coming in primary school for five year. After that I became at high

school to learning literature language, mathematics, history and science. That time my

country had violent of war, Because had command of government to lose all school and were

young man to go to defence country. from that time I became soldier for until 1975 that

changed government. Who Took my for three year. After that I was return villager to working

for farm.

1992 I escape leaved country Vietnam to go to Indonesia at stay refuge galang island.

1994 I came to the City Aderlaide for to now.

1994 I went to working for farm aple and grapes until 1999 I came Senior College to

learning English to now. I very happy because I know English, writing, speaking, reading. I

have teacher good and friendly school. but I feel not enough English. I can learning more

Now Im learning ESLB for to good write. I need a lot of English with my friend.






Scale

Genre: Language

for

achieving

different

purposes






• phrases and dependant clauses of cause: As a result of the rain;

• topic words: Antarctica, Pollution • action verbs (in procedures): Slice, Boil • layout: subheadings, pictures, diagrams builds cohesion: • reference items: my, it, they, him, the, this,


− synonyms/antonyms − words that go together: lodge a

complaint − word sets: gene, inherit, hereditary,

dominant, recessive − classification: teeth: canines, molars. − composition (whole-part): tooth:

enamel. • conjunctions to join sentences or


joins clauses to expand information: • linking conjunctions: and, but, so, and

then • binding conjunctions: because, if, since,



results demonstrate that… • non-finite clauses: Having seen the

results, level of scaffolding

The text has three paragraphs. Orientation, record of events and personal evaluation of the significance of events are present. • time, place, manner: (In)1992, (In) 1994 • layout: correct paragraphing according to sequence

of events; use of dates to start new paragraphs • reference items: I, a, the, My, that, all • vocabulary patterns: − synonyms/antonyms: escape/leaved (left), not

enough/more, Vietnam/country, villager (village)/city

− words that go together: nine years old − word sets: primary school, high school, teacher,

learning, literature, language, mathematics, history, science, teacher, Senior College, ESLB, write; Vietnam, Indonesia, galang island, Aderlaide (Adelaide); war, defence, command, government, soldier; villager (village), farm, grapes, aple (apples)

− classification: English: ESLB − composition: English: writing, speaking, reading.

• linking: at (and), but • binding: because, until • relative clauses: attempts to use relative pronoun

‘who’ linking to government • projection: • non-finite clauses: attempts to use infinitive clauses

eg. To go to defence (defend) country, to learning (learn) literature....etc. to working (work) for farm.

Students were introduced to examples of text in past tense, present tense and future tense. Teacher with class help highlighted the varying language. A complete recount was examined and modelled. Students wrote independently in a supervised classroom.

5/6



Field: Language

for

expressing

ideas and

experiences










Metaphors: • Get it off your chest




* For Scale 5 onward only more complex noun groups cited. a villager of the Vietnam (a village of Vietnam), nine years old, violent of war (a violent war), Senior College, a lot of English, command of Government. command of the government • action: escape (escaped); leaved (left), born, took,

to working (work), to learning (learn) • mental (sensing): know; feel, need • relational: was , became, had, were, • verbal groups: to go to defence (defend), went to

working (work) • dependent clause: because I know English, writing,

speaking, reading, because had command of government

• when: When I was nine years old , That time, for

five year(s), During, from that time, for three year(s), for to (until) now, for until 1975, (in) 1992, (in) 1994, until 1999, to now, now

• where: in a village(r) of the Vietnem, to the city, in primary school, at high school,, to Indonesia, (in a) refuge, (on) galang island, (to) Thebarton Senior College

• with whom, what: with my friend • Vietnam, escape, government, Indonesia, soldier. • reported: had command of government (the

government had commanded)



Tenor:

Language

for

interacting

with others






Use of statements throughout text but with varying accuracy. Incorrect word order in many places. • certainty: I can learning more • feelings, attitudes: I feel not enough English, very

happy, need a lot of English with my friend, Friendly school, violent of war.

In a supported learning environment the writer has chosen appropriate language for the context. The writer is positioned as an authority on the subject and the tenor is subjective which is appropriate for a personal recount.

4

Mode:

Language

for creating

spoken and

written texts













• cause: Because had command of government (the

government had commanded) • time, place, manner: When I was nine years old,

During, After that, (At) That time, After that, (In) 1992, (In) 1994, Now

• human: I Circumstances of location in time are foregrounded often and this is appropriate for a personal recount. The text has been organised sequentially and the foregrounding of dates gives a clear indication of the content of each paragraph. • primary: Uses simple past with varying accuracy. Uses

an example of present continuous I’m learning... Uses simple present tense, I feel, I know, I need.

• secondary: had command No use of passive which is appropriate in a simple recount Uses paragraphs appropriately with indents, generally accurate spelling, uses punctuation with varying accuracy, inconsistent use of full stops

5/6



Quin : CONVERSATION T: What opportunities do you get to talk? Do you talk in class?

S: Talking in class?

T: Do you talk much?

S: Little bit talking because a lot of students in class, In class I talk about one two three sentence? And different and another student talk read.

T: Do you want more time to do talking?

S: Yes I like to learn for talking and listen Yes I listen not good. Some teacher talk I explain I listen not enough and listen about half and three thirty percent and my listen about fifty percent and twenty percent I learn some . I don’t understand.

T: Do the teachers talk too quickly or do they need to say it more times ?Or both? Do they talk too quickly?

S: No no. Some some some quickly and some no quickly? But the lou I listen don’ understand ah the word the teacher talk I listen I don’t understand and I looking the word I understand.

T: Right so actually you can read the words in a book? And understand them? But when you hear the word you don’t always understand?

S: Yes

T: So we have got to put the visual and the sound together?

S: Yes?

T: so you can understand them

S: Yes, yes

T: Is it more difficult in science than ESL class? (pause) Or is it difficult in both classes? (pause) Are you doing science this year?

S: Science! NO no Because I before I learn in here, teacher explain I don’t understand, Sometime teacher call me to work in science and I don’t understand and I worked wrong.

T & S: laughter?

S I like to learn that that subject but English I listen very bad and I don’t learn to that. I think more time, I learn, I learn, English good I listen good and I come to there I learn. I learn maths maths, subject, maths subject. But I try before I try to class maths teacher talk a lot of quickly. I don’t understand. And science teacher explain quickly. I don’t understand. Maths. Yeah Maths and Science teacher quickly explain.

T: But if they write the word on the board that helps? Does it the help?

S: On the board? where?

T: Write the science word, the science word, on the whiteboard or the blackboard?

S: Yeah (student seems unsure)

T: Does it help when you can see the new word? When you can see the word written down does it help sometimes?

S: Yeah (student still seems unsure) The sentence write in the board and look in the story and in the paper some the sentence I understand. Some the sentence I er er understand half and little bit, I I I I I look in the ‘dictory’ (dictionary) and I understand it.

T: So you can read stories and understand stories? You can read them?

S: Yes. I read the story I understand sometime. I don’t understand I look in the dictiory

T: Dictionary

S: Dictionary. I little bit look in story. Now now I borrow library story and for weekend I read.

T: This is why you want a tape so that you can hear the story while you are reading it. This would help you.

S: Yes I like to have the tape and I listen the voice the the they talking the tape I listen the voice yeah for for I have, I have a long time to listen

T: To work at home

S: After that I think I I I would to listen good

T: Do you listen to any English at home on the television or on the radio?

S: I I At home I watching television. I no no I listen the the radio

T: When you watch television do you watch the news?

S: Yes news and now everyday I watch the news war, Iraq war.

T: What about in your family. Do you talk to anyone in your family in English?

S: No (laugh) Language Vietnamese

T: Only Vietnamese at home. Do you have children?

S: Four children, but stay my home two children.

T: Only two and how old are those two children at home?

S: The boy about 24, oh no 23, and the boy 15.

T: Two boys?

S: Yes

T: Right. Living at home. Where does the 15 year old boy go to school?

S: The boy 15 go to Croydon

T: Oh Croydon yes

S: And old boy

T: The older boy Is he working?

S: No he learn in the, in the Uni Australia, Mawson Lakes.

T: University of South Australia. In the City?

S: No No in the Mawson Lake

T: What is he studying

S: He learn Engineer, Robot. Robot Engineer. Boy little one

T: Young boy, Younger son

S: Young boy learn roydon level 12

T: Oh he is in year 12. He must be older than fifteen then?

S: Yes

T: Sixteen or seventeen?

S: No. He fifteen because he learn seven class and ten class. Eight, seven he no learn. He no learn seven and eight. He come in the Primary School and he go into ten class in High School. Ye He learn. Of seven and eight class.

T: So he is only 15 and he is in year 12? That’s amazing. He must be very clever. Is he a clever boy?

S: I don’t know. Because he learn Primary School and he learn at home he learn his brother. And when he learn High School he go to in the class ten. Yeah.

T: Do they ever use English at home? Do they talk in English at home?

S: No. Talk Language Vietnamese.

T: Do you ever ask them to help you with your English.

S: No I go - they help me - he he he talk with me he busy

T: Rude to his Dad

T & S (Much laughter)



Evidence for Scaling Quin: CONVERSATION



Scale

Genre: Language for

achieving

different

purposes




















The text is a conversation between teacher and student. The teacher interviews the student about language needs, learning experiences and family. The student responds sometimes in one or two words and sometimes with elaboration. • ask and answer: teacher asks and student answers

most questions except when clarification is required e.g. Talking in class? On the board? Where?

• reference items: I, the, it, a, some, me, a lot,

another student, my, that, there, they, he, his brother

• vocabulary patterns: − synonyms/antonyms: school/home, quickly/no

quickly (slowly), talk/explain, good/bad − words that go together: watching television − word sets: learning, talk, listening, understand,

explain, class, sentence, students, read, teacher, work, science, board, English, Maths, subject, paper, story, dictionary, library, Uni Australia, Robot Engineer, level 12, seven class, ten class, Primary School, High School

− classification: children: boy (son), boy 15 (15 year old son), old boy (older son), boy little one (younger son), young boy (younger son)

• conjunctions: After that • linking: and, then • binding: but, because • projection: I think (that) I would to listen good (my

listening will improve) Teacher’s questions provide scaffolding for the student’s responses.

4/5



Field: Language for

expressing

ideas and

experiences
















have shown

For Scale 5 onward only longer noun groups are cited. (a) little bit (of) talking, a lot of students, one, two (or) three sentence(s), another student, some teacher(s), the word the teacher talk (says), (the) more time, maths subject, class maths teacher (the Maths teacher), (the) Maths and Science teacher(s), the dictory (dictionary), library story (book), a long time, the news war, Iraq war, Language Vietnamese, four children, The boy about 24(A son who is about 24), the boy 15 (a son who is 15) the boy 15 ( the fifteen year old), old boy (the older boy), Uni Australia Mawson Lakes, Engineer Robot, Robot Engineer, Boy little one (the younger boy/son), Young boy (my younger son), seven and eight class (Yr 7 and Yr 8), Primary School, his brother, High School, the class ten (Yr 10) • action: to work, worked, try, look, read, watching,

stay, watch, go, come, help • mental (sensing): learning, listening, understand,

think, know • saying: talk, explain, call • relational: have • verbal groups: like to have, like to learn • dependent clause: because (there are) a lot of

students in (the) class, because I before I learn in here (because when I was learning Science here before), because he learn seven class and ten class, Because he learn Primary School

• when: before, Sometime(s), for (on the) weekend,

now, everyday, in (the) Primary School • where: in (the) class, in here, in Science, On the

board, where?, in the board, in the story, in (on) the paper, in the dictory (dictionary), (on) the tape, At home, in the Uni Australia (University of South Australia), Mawson Lakes, to Croydon, (at) my home, into ten class (Yr 10) in High School, at home, to in the class ten (to Yr 10)

• how: about one two (or) three sentence(s), not enough, about half and three, thirty percent, about fifty percent, twenty percent, quickly, no quickly (slowly), wrong, very bad (badly), good, a lot of quickly (very quickly), half and little bit, different

• with whom, what: with me • reported: he talk with me he busy (he tells me that

he is busy)

5



Tenor:

Language for

interacting with

others


tend to, might be able to • frequency: always, typical, tendency • obligation: must, necessarily, they forced,





The student is able to construct simple statements using key participants, processes and circumstances although with limited use of articles or other reference items and with limited accuracy in word order. The student asks questions to seek clarification by repeating words used by the teacher that he has not understood. It appears from the punctuation in the transcript that the appropriate intonation is used to ask questions. The tenor of the student’s language is appropriately subjective. • certainty: I don’t know • frequency: Sometime(s), every day • inclination: I want, I like • feelings, attitudes: wrong, very bad, good, busy The student uses appropriate intonation to ask questions and make statements. The student has used appropriately formal language for this conversation with his teacher.

5/6

Mode:

Language for

creating spoken

and written texts









heavy rain. multimedia / multimodal: • links between gestures, visual images, sound,

light, physical objects, layout, tables, print text and spoken text

The student is able to identify the important information (the information being sought) in the teachers’ questions and often foregrounds this information in his response. As the student is being asked about himself in many cases, the responses are foregrounded with “I” and this is appropriate. The student attempts to use reference items with limited accuracy. • primary: mainly simple present and some simple past • secondary: no evidence of secondary tenses The student tends to use the simple present tense, infinitive forms and present participles with varying degrees of accuracy.



Quin: LETTER OF ADVICE

(Address) 01/ 3 /03

Dear Nancy

Today, I would like to writing this letter to you. Because I have been reading about your story,

and I did understand in that your situation. Such as in both did not understand together.

There are different cultured, different Countories, because both sides different ideas, and

think to their relationship. So that I want to give my opinion to you and to help you more

understand betwen two people.

In my opinion if you want to stay with swiss man then you have to share, the relationship

betwen you and swiss man will be succeed fail. You and your love must be able to

communicate, learn both of cultures having a relationship in “English” and also you feeling

when you going to stay with him.

If you are understand everythings. Which means you can not difficult with each other then

your life become happiness with him and also swiss man need to understand you and your

culture.

I hope you understand my letter can help you to decide the way in your life, and hope you

and your love will be happiness

Yours truthfully



Evidence for Scaling Quin: LETTER OF ADVICE


Scale

Genre: Language for

achieving

different

purposes













The text is a letter to a character in a story. The letter has the sender’s address, date, salutation and complimentary closing. There are four paragraphs in which the writer gives personal opinions and advice. • noun groups: I • time, place, manner: Today, In my opinion • cause: If you are understand everythings • layout: Handwritten with letter-writing conventions

used appropriately • reference items: I, this, you, your, Such as, both, their,

my, your love, him, everything(s), each other, which • vocabulary patterns: − synonyms/antonyms: succeed/fail − word sets: relationship, two people, love,

communicate, learn, happiness; Countories (countries), swiss, English

• linking: and, so, also • binding: Because, if, then, when • relative clauses: If you are understand everything.

Which means you can not difficult with each other • projection: I hope (that) you understand my letter • non-finite clauses: to help you more understand

betwen (between) two people, having a relationship in “English,” to stay with (the) swiss man, to decide the way in your life

Written after extensive reading and discussion of the stimulus text.

5



Field: Language for

expressing

ideas and

experiences














* For Scale 5 onward only more complex noun groups cited.

this letter, your story, your situation, different cultured (cultures), different Countories (countries), both sides, different ideas, their relationship, my opinion, two people, (the) swiss man, the relationship, You and your love, both of cultures, your life, my letter more understand

situation, relationship, opinion, happiness, your love, life

• action: writing, reading, help, succeed, fail • mental (sensing): understand, are, think, learn,

feeling, hope, decide • relational: become, means, will be, having • verbal groups: would like, want to give, want to

stay, have to share, must be able to communicate, going to stay, need to understand, can help

• phrase: to you • dependent clause: if you want to stay with swiss

man then …, If you are understanding everythings … then …

• when: Today, when you going to stay • where: in (that) your situation, in both, in your life • how: together, more, in”English” • with whom, what: betwen (between) two people,

with swiss man, with him, with each other • what about: about your story Nancy, swiss man, relationship, love, communicate, succeed, fail, understand

5



Tenor:

Language for

interacting with

others






The text is a series of statements expressed in simple, complex and compound sentences although many difficulties with the word order and linking of compound and complex sentences are evident. • subjective: In my opinion, I hope The text is appropriately subjective for a letter of advice. • certainty: will be succeed (successful), hope you

understand, can help, hope … will be happiness (happy)

• obligation: have to share, must be able to

communicate, need(s) to understand • inclination: would like to writing (write), want to give,

want to stay • feelings, attitudes: different, share, succeed, fail, love,

communicate, feeling, understand, difficult, happiness

• names: Nancy, swiss man The writer is positioned as an empathic authority on the life of the character, Nancy. Advice is offered strongly through the use of modality expressing obligation, certainty and inclination. These choices are appropriate for a text offering advice to the reader.

6

Mode:

Language for

creating spoken

and written texts













• abstractions: the relationship • cause: If you are understand everythings, so (that) I

want to give my opinion • time, place, manner: Today, In my opinion, Such as • human: You and your love, I Sentences are foregrounded in a variety of ways, including dependent clauses, abstractions human elements and circumstances of time and place. These choices are appropriate for a letter of advice. Topic sentences have not been used. There is an introduction and a conclusion and the conventions of letter-writing have been used effectively. Difficulties with structure of complex sentences are evident as the student foregrounds dependent clauses on a few occasions without supplying the information that the clause depends on. • primary: hope, think, learn • secondary: have been reading, did understand Primary tenses are used appropriately on most occasions. Difficulties with the selection and construction of secondary tenses are evident. Active voice used appropriately. Difficulties with the punctuation of compound and complex sentences are evident. The student uses commas in lists appropriately, capitals at the beginning of sentences and full stops at the end. Spelling of common, familiar vocabulary is accurate.

5





Outcome 4.1 Interacts in predominantly routine exchanges and constructs a limited range of texts.

Outcome 5.1 Communicates in a narrow range of situations, constructing very brief texts.

Text in Context

• understands for several basic genres that they have different purposes

• understands main ideas and characters in a short illustrated story read aloud

• participates in short predictable spoken exchanges relying less on memorised segments

• reads a small range of texts and collaboratively constructs very brief examples: very basic procedures, reports, descriptions, texts found in advertising and on packaging

• organises the meanings in brief written texts in a logical order

• begins to identify independently the purposes and common features of elementary genres

• understands main ideas and characters in a short story read aloud clearly and begins to retell with some success

• participates in short predictable spoken exchanges • reads a range of everyday texts and writes very brief

examples of the most familiar: advertising posters • begins to independently construct very brief recounts,

descriptions and procedures

Language • demonstrates understanding of the organisation and discriminating features of several basic genres: procedures, descriptive reports

• constructs components of several basic genres with less dependence on scaffolding: − spoken exchanges involving three or four turns − procedures, reports

• expands information using and, but • uses small range of reference items: possessive

pronouns, third person pronouns and demonstrative pronouns

• demonstrates understanding of the organisation and discriminating features of a greater range of basic genres: narratives, recounts, procedures, reports

• constructs elementary examples of logically organised genres with little dependence on scaffolding: uses proformas with some confidence

• expands information using linking conjunctions - and, then, but, or so; binding conjunctions - because

• uses small range of reference items (definite article and pronouns) accurately most of the time in spoken texts and with some accuracy in short written texts

FIELD:

Outcome 4.2 Understands and uses a very narrow range of vocabulary constructing personally relevant fields, and uses isolated examples of technical vocabulary.

Outcome 5.2 Understands and uses a small range of vocabulary and grammatical items to form basic word groups and phrases constructing personally relevant fields, and uses a limited range of technical vocabulary.

Text in Context

• uses vocabulary for topics such as transport and amenities

• uses vocabulary that is mainly common sense and everyday but begins to use some technical vocabulary for personally relevant topics

• demonstrates understanding of technical vocabulary when constructing a very narrow range of educational topics

• uses vocabulary for topics such as leisure activities • uses confidently a small range of commonsense,

vocabulary • uses with some confidence a limited range of technical

vocabulary when constructing increasingly complex personally relevant topics

• demonstrates understanding of technical vocabulary when constructing a narrow range of educational topics

Language • uses small range of phrases of time and location and

understands a slightly wider range • expands vocabulary by exploring numbers (eight),

describers (very pretty, good-looking), classifiers (oil heater) , prepositions (on, under, in)

• demonstrates understanding of technical and non technical vocabulary constructing a narrow range of educational fields

• uses small range of phrases of time and location and understands wider range including how something happened

• expands vocabulary by exploring numbers (first, a half of), describers (big, bright), classifiers (mountain bike), prepositions (beside, by)

• uses a small range of comparatives of regular one syllable adjectives




Scale 4 Scale 5

TENOR:

Outcome 4.3 Participates appropriately in a limited range of familiar, highly supportive contexts, using a limited range of basic grammatical structures with some accuracy.

Outcome 5.3 Participates appropriately in a narrow range of familiar, supportive contexts, using with some accuracy a narrow range of basic grammatical structures.

Text in Context

• chooses narrow range of ways of expressing statements, questions, offers, commands, using predominantly modelled examples when communicating independently

• follows instructions with less dependence on non-verbal elements and begins to give commands

• begins to experiment with new expressions in familiar, supportive contexts

• chooses independently a narrow range of basic ways of expressing statements, questions, offers, commands and uses them with some accuracy

• follows instructions with little dependence on non-verbal elements gives commands appropriately

• experiments with some confidence with new expressions in familiar, supportive contexts, especially to play with language

Language • uses a small range of basic grammatical items: articles

(a, an, the), auxiliaries (do, does, is, was), prepositions (out, under), adverbs (so, much)

• good understanding of typical intonation patterns of basic statements, questions and offers

• understands a small range of yes / no questions and uses a narrow range

• responds to commands with uncommon vocabulary • chooses a small range of socially appropriate formulaic

expressions and begins to use colloquial forms • uses a narrow range of evaluative language

• uses a range of grammatical items: auxiliaries (did, can, will), prepositions (out, under, above, between), adverbs (really, many)

• good awareness of intonation patterns of basic spoken statements, questions and offers

• uses a small range of yes / no questions and begins to use wh- questions

• understands a wide range of commands • chooses formulaic polite expressions appropriately • uses a small range of evaluative vocabulary to express

feelings and attitudes • plays with language in elementary ways for humorous

effects

MODE:

Outcome 4.4 Constructs a limited range of spoken texts located in the immediate context, reads a limited range of texts and begins to shape a strictly limited range of written texts.

Outcome 5.4 Constructs a narrow range of spoken texts located in the immediate context and begins to construct very brief texts (spoken, written and visual) in the immediate context.

Text in Context

• participates confidently and appropriately in face to face interactions

• chooses with increasing confidence to use more language relative to the number of actions, illustrations

• reads with some success a small range of texts constructing basic technical topics

• begins to write and draw a small range of basic examples of texts on technical fields

• writes very brief examples of everyday texts

• begins to communicate appropriately some of the time when the situation involves another medium

• reads with some confidence a wide range of visual texts and begins to draw a small range of examples

• chooses simple sentence beginnings and, with support, an occasional phrase of time or place at the beginning of recounts or narratives

• identifies the patterns in what is placed at the front in a genre and demonstrates a limited understanding that various grammatical elements can be foregrounded

Language • reads along with simple text read aloud

• chooses repetitive beginnings of sentences • demonstrates some control of primary tenses and their

formation for common regular verbs but a strictly limited control of secondary tenses

• spells accurately most common monosyllabic words and spells others based on own pronunciation

• experiments with punctuation

• reads aloud own or collaboratively constructed writing and begins to read others’ texts with some confidence

• chooses very short basic phrases of time and place at the beginning of recounts or narratives and action verbs at the beginning of the steps in procedures

• demonstrates control of primary tenses and their formation for the most common regular verbs but inconsistent control of secondary tenses

• spells accurately common words learned in the classroom and spells others based on their own pronunciation or other patterns

• writes so that texts are generally legible and demonstrates understanding of basic punctuation




GENRE: Anna and Quin are both able to write letters and recounts. Anna uses mainly simple linking conjunctions (Scale 4) Quin is able to use a greater range of linking conjunctions and some of the most common binding conjunctions to form complex sentences. (Scale 5)

FIELD: Anna uses mainly circumstances of time and location. (Scale 4) Quin uses a broader range of these circumstances as well as basic examples indicating how something happened. (Scale 5)

TENOR: Anna uses a small range of evaluative language. (Scale 4) Quin uses a more extended range of evaluative language. (Scale 5)

MODE: Anna has some control of simple present and past and limited control of secondary tenses. (Scale 4) Quin has better control of primary tenses. (Scale 5)



Aaron: LETTER Dear Mr Thomas, How are you? My name is Aaron Pham. I’m 16 year old. My birthday is 20th June. I was born in Malaysia. there

is five people in my family. There is my father, mother, brother, sister and me My father is a doctor Who work in

Malaysia, my mother is a housewife and my brother goes to Uni. My sister don’t goes to school yet my

weakness is in english. I have some problems with spelling words in english. In my free time I love to play

basketball and watching T.V. When I finish year 12 and finish Uni, I like to open my own shop and make a lot of

money. I thing the school is OK the way it is I thing the country should stop talking about the people you should

vote for. I don’t get well with brother just some things keep us fighting. If I earn a lot of money, I buy a new cars

and buy a new house for my father and mother I like to goes to the movies, I can speak chinese, english, Malay.

I am 183cm tall and I have brown eyes, my hair used to be black. I am trying to get a job at a fast food

restaurant. So I can make more money to buy a new sports car for myself. some time I put mp3 songs on CD,

so that I can listen to them I don’t play sport anymore, now and then I have a shot at baseketball.

Yours sincerity

Aaron



Evidence for Scaling Aaron : LETTER


Scale

Genre: Language for

achieving

different

purposes













Simple personal letter with salutation, two paragraphs and a complimentary closing statement. • rhetorical questions: How are you? • layout: Dear Mr Thomas, Yours sincerity (sincerely) • reference items: you, my, I, who, it, the, things, a,

myself, them • vocabulary patterns: − synonyms/antonyms: shop/restaurant − words that go together: spelling words, play

basketball, play sport, free time − word sets: Chinese, English and Malay − classification: sport, basketball − composition: : family: father, mother, brother,

sister • linking: and • binding: if, when, so that, So • relative clauses: who work in Malaysia • projection: I thing (think)

6/7



Field: Language for

expressing

ideas and

experiences















five people, free time, a lot of money, my own shop, a new house, brown eyes, a fast food restaurant, a new sports car, MP3 songs, a shot at basketball, some problems with spelling words in english, the way it is, the people you should vote for

• weakness • action: works, goes, finish, earned, buy, put, play,

vote, watching, to open, stop • mental (sensing): think, like, listen • saying: talking • relational: is, are, am, have, used to be • verbal groups: stop talking, am trying to get, have a

shot, keep fighting, love to play, can speak • phrasal verbs: get on • phrase: for my mother and father, for myself • dependent clause: So (so) that I can make more

money to buy a new sports car for myself, If I earn a lot of money

• when: in my free time, some time, anymore, When

I finish year 12 and finish Uni, now and then. • where: in Malaysia, to Uni, in my family, in English,

at a fast food restaurant, on CD, to the movies. • how: well • with whom, what: with brother • a shot at basketball • housewife, fast food restaurant, mp3 songs

6/7



Tenor:

Language for

interacting with

others






Text is written as a series of statements and one question. More questions might have been expected of a letter • subjective: I think, I like • obligation: should stop, should vote • inclination: love to play, like to open, like to goes (go) • feelings, attitudes: love, OK, just • idioms, humour: I have a shot • cultural references: mp3 songs • names: Mr Traeger, father, mother, brother, sister The language choices position the writer as an authority on his life, as is appropriate.

6/7

Mode:

Language for

creating spoken

and written texts













• time, place, manner: In my free time, When I finish

year 12 and finish Uni, If I earn a lot of money • non-human: My name, My birthday, there (There) • human: I, My father, My sister Foregrounding of time, place and human elements is appropriate for a simple personal letter. There is an attempt at an introduction with the question ”How are you?” The rest of the text is a series statements which are related to the field but are not connected or organised in an effective manner for a written text. • primary: are, is, am, goes, have, earn, finish, • secondary: was born, don’t goes (doesn’t go), can

speak, used to be uses primary tenses accurately and appropriately but

some errors with secondary tenses mostly written in the active voice no significant spelling issues with this range of familiar vocabulary however regularly writes “thing”instead of “think” and misspells sincerely Use of fullstops is inconsistent.

6/7



Aaron : REFLECTION

RECOUNT AND REFLECT Death it suck and is bad because the person you miss and like past away. I going to write to you and tell what

happened to Clementine when Harris was babysitting Clementine and Julius. It was Sunday before Harris

interview with the entrance traineeship ranger department of parks and widlife Julius want to play hide and seek

with Harris and Clementine Julius make Harris count to five hundred so that Julius and Clementine can go and

hide. Juluis think is funny he hides in the frigerator almost the time that Harris finds clementine in the frigerator it

was to late to save Clementine because clementine had die of coolness. Clementine Helen and Juius when to

the hospital, after they there at the hospital. The doctor said that Clementine was die. Harris was mad at himself

because it was his reprehensible to look after Clementine, I think death is a bad thing because the person you

miss and love is die but I think is not so bad after all. People have to die soon or later. it is all part of life. Most of

the people in the world have to die or pass away it so not bad. I think Harris should not blame him self for what

happen to Clementine because is was an miss furture thing to happen to Clemintine if Juluis did not play hide

and seek and Julius should tell Harris to count to five hundred. I hope that at the end of the story book Harris will

be better and not think about what happen to Clementine and that Helen McMillan will forgive him for what he

had done and that Juluis will be a good litter Kid. And he should learn to be nice to all the people and not be a

bad Kid that he is no in, maybe he should tell his mother that he put Clementine in the refigerator. Helen should

had listen to what Harris have to said to her and not get mad at him for putting Clementine in the frigerator. I

don’t think it was Harris Fork that Clementine death. Harris did not like it to happen to him either because he like

Clemetine very much.



Evidence for Scaling Aaron – REFLECTION


Scale

Genre: Language

for

achieving

different

purposes













• noun groups: Most of the people in the world • time, place, manner: It was Sunday before Harris

interview, almost the time that Harris finds clementine in the frigerator (refrigerator)

• topic words: Death • layout: One paragraph • reference items: he, himself, the person, people, you, I,

who, it, the, an, they, there • vocabulary patterns: − synonyms/antonyms: death/past away, suck/bad,

nice/bad − words that go together: parks and wildlife, sooner

or later, hide and seek, doctor/hospital • linking: and, but • binding: so, because, if, when • projection: I think, I hope

6/7



Field: Language

for

expressing

ideas and

experiences















Harris interview, the entrance traineeship ranger department of parks and wildlife, five hundred, bad thing, Most of the people in the world, an miss furture (unfortunate) thing, a good litter (little) Kid, all part of life

• so bad, better • death, coolness, reprehensible (responsible), life,

no in (known) • action: write, play, count, go, hide, save, die, find,

save, put • mental (sensing): miss, like, blame, want to, hope,

think, blame, learn, forgive, get mad, listen, love, suck

• saying: tell, said • relational: is, was, have, happened • verbal groups: look after, past away • dependent clause: if Julius did not play hide and

seek, because clementine had die of coolness, because it was his reprehensible (responsibility) to look after Clementine, because the person you miss and love is die, because it was an miss furture (unfortunate) thing to happen, because he like Clementine very much

• when: when Harris was babysitting, almost the

time, to (too) late, soon (sooner) or later • where: in the frigerator (refrigerator), at the

hospital • how: of coolness • with whom, what: with Harris and Clementine • suck, mad at

6/7



Tenor:

Language

for

interacting

with others






The student’s text is a series of statements recounting the events in the original text and expressing the student’s reflections on the theme of death. The choice of speech functions is appropriate for the task. • subjective: I think, I hope • objective: Julius think, Harris did not like, Death it suck • certainty: have to, I hope • frequency: most • obligation: should, maybe he should, have to die • inclination: like, want • feelings, attitudes: bad, funny, mad, miss furture,

(unfortunate), nice • idioms, humour: past away, suck, kid, soon(er) or later • names: Harris, Clementine, Julius The use of informal language (suck, kid) is not appropriate for this genre, as formal language is expected. The student uses modality and mental processes to speculate on the events in the original text and to reflect and respond personally. These choices are appropriate in this context.

Mode:

Language

for creating

spoken and

written texts













• abstractions: Death • time, place, manner: It was Sunday before Harris

interview, almost the time • non-human: Death • human: I, Julius, Clementine Helen and Julius, The

doctor, Harris, People The first two sentences foreground the topic of the text and introduce the content of the rest of the text. A basic understanding of the schematic structure of this genre is evident although this is not reflected in the layout i.e. no paragraphs, one topic sentence. • primary: mainly simple present and past: is, was, • secondary: had died, is die active: appropriate for the context spelling: generally accurate although some difficulties with nominalisations is evident: coolness, reprehensible, miss furture punctuation: generally accurate although some difficulties with punctuation of compound and complex sentences is evident

6/7




Scale 5 Scale 6

GENRE:

Outcome 5.1 Communicates in a narrow range of situations, constructing very brief texts.

Outcome 6.1 Communicates in a small range of contexts, constructing brief texts and showing some ability to reflect on genres ion a very elementary way.

Text in Context

• begins to identify independently the purposes and common features of elementary genres

• participates in short predictable spoken exchanges • begins to construct independently very brief recounts,

descriptions and procedures • reads a range of everyday texts and writes very brief

examples of the most familiar: advertising posters • reads clearly illustrated sequential explanations and

draws short examples with simple labelling

• begins to reflect on the purposes, structure and common features of a small range of elementary genres

• participates in casual conversation about familiar topics with familiar people

• constructs collaboratively short oral and written texts • organises with some confidence brief written texts in a

logical order • begins to independently construct very brief examples

of elementary genres • reads longer clearly illustrated sequential explanations

and begins to write and draw brief examples

Language • demonstrates understanding of the organisation and discriminating features of a greater range of basic genres: narratives, recounts, procedures, reports

• constructs elementary examples of logically organised genres with little dependence on scaffolding: uses proformas with some confidence

• expands information using linking conjunctions - and, then, but, or so; binding conjunctions - because

• uses small range of reference items (definite article and pronouns) accurately most of the time in spoken texts and with some accuracy in short written texts

• identifies a range of discriminating features of a small range of elementary genres

• uses a limited range of significant language features that organise a text

• expands information using linking conjunctions - and, then, but, or so; binding conjunctions – because, when, before, after

• uses a range of reference items (definite article and pronouns) accurately most of the time in spoken texts and written texts

FIELD:

Outcome 5.2 Understands and uses a small range of vocabulary and grammatical items to form basic word groups and phrases constructing personally relevant fields, and uses a limited range of technical vocabulary.

Outcome 6.2 Understands and uses a wide range of vocabulary and grammatical items to form short word groups and phrases constructing fields beyond the personally relevant, and uses a narrow range of technical vocabulary.

Text in Context

• uses confidently a small range of commonsense, vocabulary

• uses vocabulary that is developing knowledge of the community and other personally relevant topics such as leisure activities

• uses with some confidence a limited range of technical vocabulary when constructing increasingly complex personally relevant topics

• demonstrates understanding of technical vocabulary when constructing a narrow range of educational topics

• uses commonsense everyday vocabulary confidently with peers

• uses with some confidence a narrow range of vocabulary that develops their knowledge of the community and other personally relevant topics

• begins to use a limited range of technical vocabulary constructing a small range of educational fields

• demonstrates a tentative understanding of vocabulary beyond immediate personal and school experiences

Language • uses small range of phrases of location and understands wider range including how something happened

• expands vocabulary by exploring numbers (first, a half of), describers (big, bright), classifiers (mountain bike), prepositions (beside, by)

• uses a small range of comparatives of one syllable adjectives

• uses a small range of vocabulary expressing actions, feelings and attitudes, phrases giving circumstances

• expands short noun groups using numbers (a quarter of), describers (big, beautiful), classifiers (state government), short prepositional phrases as qualifiers

• uses a range of comparative of regular two syllable adjectives ending in y and chooses isolated three syllable and irregular examples

• uses a narrow range of technical vocabulary • uses a limited range of common nominalizations • begins to use simple direct speech and the simplest

reported speech




Scale 5 Scale 6

TENOR:

Outcome 5.3 Participates appropriately in a narrow range of familiar, supportive contexts, using with some accuracy a narrow range of basic grammatical structures.

Outcome 6.3 Recognises that communication varies according to context and participates appropriately in a narrow range of familiar, supportive contexts using with some accuracy a small range of basic grammatical structures.

Text in Context

• participates in classroom discourse conventions: raising hand, takes turn, speaks at appropriate volume

• chooses independently a narrow range of basic ways of expressing statements, questions, offers, commands and uses them with some accuracy

• follows instructions with little dependence on non-verbal elements gives commands appropriately

• experiments with some confidence with new expressions in familiar, supportive contexts, especially to play with language

• participates appropriately in classroom conventions: stands to present views and responds appropriately to views different from own

• demonstrates a basic understanding of variation according to context: reflects with increased confidence on the language choices appropriate in a letter to a friend or when speaking to a younger child

• maintains the appropriate degree of formality in a limited range of more formal less supportive contexts

• begins to explore critically how interpersonal meanings can be made in different situations

Language • understands a wide range of commands

• good awareness of intonation patterns of basic spoken statements, questions and offers

• chooses formulaic polite expressions appropriately • uses a small range of evaluative vocabulary to express

feelings and attitudes • plays with language in elementary ways for humorous

effects • uses a range of grammatical items: auxiliaries (did, can,

will), prepositions (out, under, above, between), adverbs (really, many)

• recognises a variety of statements, questions, offers and commands

• uses appropriate intonation patterns of basic statements, questions and offers when speaking and reading aloud, drawing on knowledge of punctuation marks

• uses a range of evaluative language to express feelings and attitudes

• explores how vocabulary is linked to the tenor of a context plays with language in a narrow range of ways for humorous effects

• understands a small range of language elements expressing certainty and obligation and uses appropriately a limited range

MODE:

Outcome 5.4 Constructs a narrow range of spoken texts located in the immediate context and begins to construct very brief texts (spoken, written and visual) in the immediate context.

Outcome 6.4 Identifies and compares in elementary ways, the features of spoken, written and visual texts, and constructs a narrow range of brief written and visual texts that generally unfold coherently through their simplicity.

Text in Context

• begins to communicate appropriately some of the time when the situation involves another medium

• reads with some confidence a wide range of visual texts and begins to draw a small range of examples

• chooses simple sentence beginnings and, with support, an occasional phrase of time or place at the beginning of recounts or narratives

• identifies the patterns in what is placed at the front in a genre and demonstrates a limited understanding that various grammatical elements can be foregrounded

• communicates appropriately some of the time using various media

• reads with confidence a range of handwritten texts • identifies the patterns in what is placed at the front in a

genre and demonstrates an elementary understanding of which grammatical elements can be foregrounded in a given genre

• identifies and discusses in elementary ways the meanings made in a range of multimodal texts

Language • reads aloud own or collaboratively constructed writing and begins to read others’ texts with some confidence

• chooses very short basic phrases of time and place at the beginning of recounts or narratives and action verbs at the beginning of the steps in procedures

• demonstrates control of primary tenses and their formation for the most common regular verbs but inconsistent control of secondary tenses

• spells accurately common words learned in the classroom and spells others based on their own pronunciation or other patterns

• writes so that texts are generally legible and demonstrates understanding of basic punctuation

• reads texts with different handwriting, font and case and basic dialogue appropriately

• chooses short, basic phrases of time and place at the beginning of recounts or narratives

• demonstrates control of primary tenses and past tense form of most common irregular verbs and begins to gain control of secondary tenses

• spells with greater accuracy most words learned in the classroom and spells others based less on their own pronunciation and more on visual patterns

• writes so that texts are clearly legible • begins to use basic punctuation appropriately




GENRE: Quin’s sets of evidence show that he is able to expand sentences using a range of linking and binding conjunctions. (Scale 5) Aaron uses a greater range of binding conjunctions. (Scale 6)

FIELD: Quin and Aaron both expand nominal groups by using describers and classifiers. (Scale 5) Aaron uses some short prepositional phrases as qualifiers in nominal groups more often and with greater accuracy. (Scale 6)

TENOR: The development of Quin’s understanding of tenor is evident in his sets of evidence. He uses a narrow range of evaluative language in his personal recount (Scale 4), a slightly broader range in his conversation with his teacher (Scale 5) and a broader range again in his letter of advice (Scale 6). Aaron and Quin are both able to use a small range of language elements expressing modality. (Scale 6)

MODE: Quin uses primary tenses with some accuracy but demonstrates inconsistent control of secondary tenses. (Scale 5) Aaron has better control of primary tenses and uses more secondary tense with some success. (Scale 6)



Jimmy : DESCRIPTION 1

The room which I’m living in Adelaide is very comfortable. Every morning the sunshine can cover the whole

room through the window. The single bed are located in the centre of room. There are two lamps at the each

side of bed. The desk is behind my bed. On my desk, there are several books on it. There’re no more things in

my room, because it’s not too large to have a capacity of other things.

In hometown, my room is very large, but also very disorderly. I am not good at organized my things. So furniture

in my room is simple. in order to afraid me braking or destroying bed. A bed is in the corner. As a student the

most important things are books so the most of room belongs to them. They are stocked in a big bookstore.

Although they’re located in different conntries, I like both of them still.



Evidence for Scaling Jimmy Description 1


Scale

Genre: Language

for

achieving

different

purposes













• conjunctions: Although • time, place, manner: The room which I’m living in

Adelaide, In home town • reference items: it, my, I, they, both of them, the,

me • vocabulary patterns: − synonyms: bed/desk/Furniture,

destroying/braking - antonyms: disorderly/organized − composition: room: window, bed, desk,

bookstore (bookshelf) • linking: but, so, or • binding: because, Although, in order to Followed a model to structure the task into paragraphs.

7/8



Field: Language

for

expressing

ideas and

experiences



comparatives • funnier, slower, more beautiful, best












no more things in my room, The room which I’m living in Adelaide, the whole room, the centre of room, a capacity of other things, the most important things most important, different conntries (countries) capacity

• action: living, cover, located, organized, braking,

destroying, to afraid (avoid), stocked (stacked) • mental (sensing): like • relational: is, are, to have, belongs • phrase: in order to, as a student • dependent clause: because it’s not too large,

Although they’re located in different conntries (countries), So furniture in my room is simple, in order to afraid (avoid) me braking or destroying bed

• when: Every morning • where: through the window, in the centre of the

room, on it, in the corner, in different countries, at the each side of bed, behind, on my desk, in my room, In hometown, in a big bookstore

7/8



Tenor: Language

for

interacting

with others






The text is a series of statements about the field, as appropriate for the genre. • subjective: I like both, I am not good at, As a

student • objective: The room which I’m living in, There’s no

more things • frequency: still • inclination: like • feelings, attitudes: comfortable, very large, very

disorderly, not good, afraid, simple • names: Adelaide Student is positioned as expert in the field and this is appropriate for the context.

Mode:

Language

for creating

spoken and

written texts













• cause: As a student, Although, So • time, place, manner: On my desk, In home town,

Every morning • non-human: The room which I’m living in, furniture, A

bed, the most of room The single bed, The desk, They (books)

• human: I Circumstances of location and items within the room are foregrounded. The foregrounding is appropriate in this context. The foregrounding gives a reasonable indication of each paragraph’s content. The opening sentences in the first two paragraphs are really elaboration and not topic sentences. • primary: mainly simple present tense • secondary: I’m living, are located, are stocked

(stacked) Some difficulties with subject/verb agreement are

evident. Passive voice used on three occasions, but inaccurately once. “The single bed are located” • spelling: generally accurate, misspelt two common

words (countries/stacked) • punctuation: commas used inconsistently, some

difficulties punctuating compound and complex sentences

7



Jimmy : DESCRIPTION 2



Jimmy : DESCRIPTION 2 Now I’m sitting at the corner of the classroom beside the window. The first thing I can see is the white board

and the black board. Several gramma words on it many notices on the notice board at the right side of black

board. A world map is located at the left side of the white board. Not like China, desks and chairs are divided

into several groups. Four people are grouped in one group. There at large number of people, no many noisy

sounds. On the contrary, the environment is not only comfortable but also quiet. The classroom’s floor is

covered with the various colour. On the wall, there are some beautiful posters which describe the different

country’s people. There’re sevreal lights and one fan on the roof because air conditioning instead of the fan.

We don’t have to afraid feeling hot. This is a small but beautiful classroom.



Evidence for Scaling Jimmy Description 2


Scale

Genre: Language

for

achieving

different

purposes













Although written as one paragraph, the text could be read as three paragraphs: Description of physical environment; comparison with Chinese classroom; return to description of physical environment. • noun groups: The classroom’s floor • time, place, manner: Now, Not like China • layout: Handwritten as one paragraph • reference items: I, we, This, it, the, a • vocabulary patterns: − synonyms: classroom/environment,

divided/grouped − antonyms: noisy/quiet − composition: window, blackboard, floor, wall − classification: air conditioning, fan

• conjunctions: Not like, On the contrary • linking: and, but, instead of • binding: because • relative clauses: posters which describe • projection: We don’t have to (be) afraid (of) • non-finite: feeling hot Used most of vocabulary for the parts of the room on a diagram which was provided to the class.

7/8



Field: Language

for

expressin

g ideas

and

experienc

es






understood, enjoyed, hated • saying: said, laughed, stated, asserted • relational: are, became, has, consists of,









the corner of the classroom beside the window, Several gramma(r) words, many notices, the noticeboard at the right side of (the) black board, A world map, the left side of the white board, several groups, (a) large number of people, no(t) many noisy sounds, The classroom’s floor, the various colour(s), some beautiful posters which describe the different country’s people, a small but beautiful classroom

Not like China, no(t) many, not only comfortable but also quiet

• action: sitting, located, divided, covered, describe • mental (sensing): see, feeling • relational: are, is, have

• verbal groups: don’t have to • phrasal verbs: are on it, are divided into, (be) afraid

(of) • dependent clause: because (there is) air conditioning

instead of the fan • when: now • where: at the corner of the classroom, beside the

window, on it, on the notice board, at the right side of (the) black board, at the left side of the white board, on the wall, on the roof

• how: into several groups, not like China, with the various colour

• classroom, blackboard, whiteboard, gramma(r),

notices, notice board, desks, environment

7



Tenor:

Language

for

interacting

with others






The text is a series of statements to describe the room. Appropriate in this context. • subjective: The first thing I can see • objective: Several grammar words, Not like (Unlike)

China, A world map is located, • obligation: don’t have to • feelings, attitudes: noisy, comfortable, quiet, beautiful,

not only, small but beautiful The text moves between subjective and objective descriptions and includes some reflection based on personal experience. Objective tenor is more appropriate for a factual text.

7/8

Mode:

Language

for creating

spoken and

written texts













• time, place, manner: Now, On the wall, Not like China,

On the contrary • non-human: The first thing I can see, Several grammar

words, A world map, The classroom’s floor, This (classroom)

• human: Four people, We Sentences were foregrounded in a variety of ways that are appropriate to the task. Place could have been foregrounded more often. The text needs paragraphing and clearer topic sentences that guide the reader. The description of the various physical elements of the rooms is interspersed with appraisal of the room’s conduciveness to learning. It ends with an overall, but brief, final statement. • primary: am sitting, can see, are divided, is, are,

describe Generally accurate use of primary tenses although there are some omissions. Secondary tenses have not been used, as appropriate for this context. Used passive voice accurately on several occasions. This was appropriate to the task. The handwriting is not immediately clear. In particular the formation of “u” and “n” and “I” and “r” are confusing to the reader. Spelling is accurate with the exception of “several” on one occasion. Full stops, commas and apostrophes are used correctly.

7/8



Jimmy : NARRATIVE



Jimmy: Narrative

Ant’s Story

Have you heard ant’s world? Let me introduce a person “Harry”. A funny ant, he can show you the life about

himself and his story.

Unlike on the ground the environment doesn’t have fresh air, no sunshine, without rapid stream. So Harry

always like staying on the ground and far away his friends and family.

One day, he sat under the tree to be in a daze. He won’t be a common people like his friend which everyday

just do the same thing in whole day He hate doing that. He always said. “If I were Human being. I’m willing to

do everything”

Suddenly a strange idea occured in his brain, “Right go to the city in which people worked in. To see how the

human beings to live and do.” Said he. Yes, he is successful.

When he arrived in the city he change his mind quickly. Because wherever he went, he can’t dodge people’s

feet. Despite trying his best, he can’t hear everything still. There’re so many cars and endless noisy.

During the trip, he realize which one is better between his country and human’s. Unfortunately he was injured.

He lost one of his arm and another one is in plaster.

He feel sorry, not only his family but also for all over the people. He said he loves his family and his own

country whatever it is rich or poor, big or small, interesting or boring. “It’s the sure life”. said he.

I think he right. You should respect the surroundings, because it belongs to you. Thank you for reading.



Evidence for Scaling Jimmy Narrative


Scale

Genre: Language

for

achieving

different

purposes













Title, orientation, complication, resolution, evaluation and coda present. • rhetorical questions: Have you heard ant’s world? • conjunctions: When • noun groups: Ant’s Story (title), He, I • time, place, manner: Unlike on the ground, One day,

Suddenly, During the trip, • layout: title, paragraphs • reference items: you, me, he, himself, his, I, it • vocabulary patterns: − synonyms: a person/a funny ant

people/friends and family/human beings, environment/surroundings/country, realize/think

- antonyms: hate/loves, rich/poor, big/small, interesting/boring - composition: the environment, fresh air, sunshine, rapid stream

• linking: and, but also, so • binding: because, when, despite, if • relative clauses: his friend which everyday just do

the same thing, the city in which people worked in

• projection: I think (that) • non-finite clauses: Despite trying his best, Minimal scaffolding apart from conversation about structure.

9



Field: Language

for

expressing

ideas and

experiences



comparatives • funnier, slower, more beautiful, best












a funny ant, the life about himself and his story, his friend which everyday just do the same thing, a human being, the city in which people worked in, a strange idea, so many cars, endless noisy (noise), the sure life better, like his friends, best, no sunshine, without rapid stream, not only … but also … the surroundings, the environment, rapid stream, endless noisy (noise)

• action: introduce, show, sat, do, go, to live, arrived,

dodged, injured, trying, lost, staying, reading • mental (sensing): heard, like, hate, change,

realize, hear, feel, think, love, respect, occur(r)ed • saying: said • relational: is, was, have, belongs • verbal groups: have you heard, let me introduce,

willing to do • phrasal verbs: to be in a daze • dependent clause: Because wherever he went,

because it belongs, Despite trying his best • when: always, One day, suddenly, still, During the

trip • where: on the ground, under the tree, in his brain,

to the city in which people worked in, far away (from) his friends and family, in plaster, wherever

• how: unlike, quickly, like his friend which every day just do the same thing in whole day

• environment, sunshine, stream, city, surroundings • direct: He always said. ”If I were …to do

everything”, “Right go to the city in which people … to live and do.” Said he., “It’s the sure life”. Said he.

• reported: He said he loves his own family

9



Tenor:

Language

for

interacting

with others






The narrative begins with a rhetorical question followed by an offer. There follows a series of statements. Direct speech is used to convey Harry’s thoughts and decisions which are realised by a command: “Right go to the city … live and do.” Said he. • subjective: I think • certainty: Right, can’t dodge, can’t hear, the sure life • frequency: always • obligation: should respect • inclination: willing • feelings, attitudes: funny, strange, successful, endless,

Unfortunately, not only • names: Harry Vocabulary begins to build some sympathy for the character. Use of a narrator is a simple and appropriate device. There is a change in tenor in final paragraph – the writer has stepped out of the role of narrator, given a personal opinion and thanked the reader. The text would be more successful without the final paragraph.

8

Mode:

Language

for creating

spoken and

written texts













• cause: Because where ever he went, • time, place, manner: Unlike on the ground, One day,

Suddenly, When he arrived, Despite trying his best, During the trip

• non-human: a strange idea, It’s (his family and his own country)

• human: He, I, You • action verbs: Let me, go, Said, Thank you Foregrounding of temporal conjunctions and human elements is appropriate. Circumstances of location in time and manner used at the beginning of paragraphs effectively sequence the events and this is appropriate for a narrative text. The use of “said he” on two occasions demonstrates an elementary understanding of the effect of marked theme in literary texts. Rhetorical question was a simplistic way to begin the narrative. Temporal conjunctions helped link the series of events that worked towards a resolution. Text unfolds with orientation, complication, resolution and coda present. • primary: heard, introduce, show, sat, hate(d), said • secondary: hate(d) doing that, was injured Primary tenses are accurately constructed although difficulties with appropriate choice and use of tenses in narrative genre are evident. Handwriting was sometimes difficult to read, direct speech was not correctly punctuated or set out

7/8




Scale 6

Scale 7

GENRE:

Outcome 6.1 Communicates in a small range of contexts, constructing brief texts and showing some ability to reflect on genres ion a very elementary way.

Outcome 7.1 Communicates in a range of social situations and a narrow range of educational genres, and reflects on these in an elementary way.

Text in Context

• begins to reflect on the purposes, structure and common features of a small range of elementary genres

• participates in casual conversation about familiar topics with familiar people

• constructs collaboratively short oral and written texts • organises with some confidence brief written texts in a

logical order • begins to independently construct very brief examples

of elementary genres • reads longer clearly illustrated sequential explanations

and begins to write and draw brief examples

• begins to reflect on the purposes, structure and common features of a range of elementary genres

• participates with some confidence in casual conversation about familiar topics with familiar people

• constructs with some confidence oral and written examples of elementary genres having a number of stages or a series of events

• reads longer, more complex illustrated sequential explanations and begins to write and draw brief examples with confidence

• constructs brief oral and written arguments • organises the meanings in short, simple paragraphs • writes wimple, repetitive poems based less on modelled

language

Language • identifies a range of discriminating features of a small range of elementary genres

• uses a limited range of significant language features that organise a text

• expands information using linking conjunctions - and, then, but, or so; binding conjunctions – because, when, before, after

• uses a range of reference items (definite article and pronouns) accurately most of the time in spoken texts and written texts

• identifies a wide range of discriminating features of elementary features

• identifies and uses a limited range of significant linguistic features that organises a text

• expands information using linking conjunctions – and, but, or, so and then; binding conjunctions – if, when, after

• uses a range of reference items accurately most of the time in spoken texts and reads reference items accurately in longer texts

FIELD:

Outcome 6.2 Understands and uses a wide range of vocabulary and grammatical items to form short word groups and phrases constructing fields beyond the personally relevant, and uses a narrow range of technical vocabulary.

Outcome 7.2 Understands and uses common vocabulary that constructs everyday, non-technical fields and has a tentative control of a narrow range of technical fields.

Text in Context

• uses commonsense everyday vocabulary confidently with peers

• uses with some confidence a narrow range of vocabulary that develops their knowledge of the community and other personally relevant topics

• begins to use a limited range of technical vocabulary constructing a small range of educational fields

• demonstrates a tentative understanding of vocabulary beyond immediate personal and school experiences

• communicates confidently with peers in informal contexts about a range of personally relevant topics

• demonstrates a limited understanding of vocabulary that develops their knowledge beyond personal and school experiences

• begins to use a narrow range of technical vocabulary constructing a range of educational fields

• demonstrates understanding of more than one meaning of a wide range of familiar words

• uses English student dictionaries and begins to use a thesaurus

Language • uses a small range of vocabulary expressing actions,

feelings and attitudes, phrases giving circumstances • expands short noun groups using numbers (a quarter

of), describers (big, beautiful), classifiers (state government), short prepositional phrases as qualifiers

• uses a range of comparative of regular two syllable adjectives ending in y and chooses isolated three syllable and irregular examples

• uses a narrow range of technical vocabulary • uses a limited range of common nominalisations • begins to use simple direct speech and the simplest

reported speech

• uses a range of vocabulary expressing actions, participants within noun groups and phrases giving circumstances

• constructs noun groups using a narrow range of describers (new man) classifiers (new security man) and short prepositional phrases as qualifiers

• uses a wide range of comparatives of regular two syllable adjectives ending in y, a small range of three syllable examples and irregular examples

• uses a small range of common technical vocabulary • understands and uses a narrow range of common

nominalisations • uses with some accuracy, simple direct and reported

speech • understands the idea of acronyms such as Qantas




Scale 6

Scale 7

TENOR:

Outcome 6.3 Recognises that communication varies according to context and participates appropriately in a narrow range of familiar, supportive contexts using with some accuracy a small range of basic grammatical structures.

Outcome 7.3 Participates with some measure of confidence and critical awareness in a small range of familiar contexts, using a small range of grammatical structures accurately.

Text in Context

• participates appropriately in classroom conventions: stands to present views and responds appropriately to views different from own

• demonstrates a basic understanding of variation according to context: reflects with increased confidence on the language choices appropriate in a letter to a friend or when speaking to a younger child

• maintains the appropriate degree of formality in a limited range of more formal less supportive contexts

• begins to explore critically how interpersonal meanings can be made in different situations

• begins to take on the role of welcoming, introducing and thanking speakers and reads aloud simple, formal language

• chooses and uses accurately a small range of basic ways of expressing questions, offers and commands

• understands and uses a range of language elements that express modality in a narrow range of formal and informal situations

• begins to use a strictly limited range of idioms with some confidence

• demonstrates with increased confidence a critical awareness of variation according to context.

Language • recognises a variety of statements, questions, offers

and commands • uses appropriate intonation patterns of basic

statements, questions and offers when speaking and reading aloud, drawing on knowledge of punctuation marks

• uses a range of evaluative language to express feelings and attitudes

• explores how vocabulary is linked to the tenor of a context plays with language in a narrow range of ways for humorous effects

• understands a small range of language elements expressing certainty and obligation and uses appropriately a limited range

• experiments with how meanings are varied by changing intonation, meaning and volume when reading aloud

• uses a range of yes / no questions and wh- questions (Who did you go on the boat with?) with some accuracy

• chooses with some accuracy elementary expressions of modality such as could, may perhaps

• begins to understand how vocabulary choice is linked to context, such as abdomen, stomach, tummy, belly

• chooses a strictly limited range of colloquial and idiomatic language

• plays with the language in a small range of ways for humorous effect

• uses a small range of evaluative vocabulary to express feelings and attitudes

MODE:

Outcome 6.4 Identifies and compares in elementary ways, the features of spoken, written and visual texts, and constructs a narrow range of brief written and visual texts that generally unfold coherently through their simplicity.

Outcome 7.4 Identifies and compares in elementary ways the features of spoken, written and visual texts and constructs a small range of short written and visual texts that unfold coherently through their simplicity.

Text in Context

• communicates appropriately some of the time using various media

• reads with confidence a range of handwritten texts • identifies the patterns in what is placed at the front in a

genre and demonstrates an elementary understanding of which grammatical elements can be foregrounded in a given genre

• identifies and discusses in elementary ways the meanings made in a range of multimodal texts

• identifies what is placed at the front or foregrounded in a genre and begins to use foregrounding independently and appropriately in a limited way

• communicates appropriately some of the time using another medium such as a telephone

• identifies and discusses in elementary ways the meanings made in a range of multimodal texts, discussing for example the links between illustrations and verbal texts

Language • reads texts with different handwriting, font and case and

basic dialogue appropriately • chooses short, basic phrases of time and place at the

beginning of recounts or narratives • demonstrates control of primary tenses and past tense

form of most common irregular verbs and begins to gain control of secondary tenses

• spells with greater accuracy most words learned in the classroom and spells others based less on their own pronunciation and more on visual patterns

• writes so that texts are clearly legible

• begins to use phrases of time at the beginning of recounts, actions at the beginning of procedures and personal pronouns in practical reports

• demonstrates understanding of spoken language being presented in texts as quoted or reported speech

• shows control of primary tenses and past tense of the most common irregular verbs

• spells accurately most words learned in the classroom and uses a range of strategies such as visual pattern and word lists

• demonstrates understanding of the common punctuation marks




GENRE: Aaron uses a range of linking conjunctions to form compound sentences and the most common binding conjunctions to form complex sentences. (Scale 6) Jimmy uses a greater range of binding conjunctions. (Scale 7)

FIELD: Aaron uses comparatives and nominalisations. (Scale 6) Jimmy uses a greater range of nominalisation more accurately (Scale 7).

TENOR: Aaron has some inconsistency of tenor in his reflection, choosing informal language inappropriately. (Scale 6) Jimmy is better able to maintain the appropriate tenor in his texts and chooses vocabulary for humourous effect in his narrative. (Scale 7)

MODE: Aaron and Jimmy both use basic punctuation appropriately. (Scale 6) Jimmy understands that spoken language can be presented in texts using direct and reported speech and experiments with speech marks . (Scale 7)



Paul: PERSUASIVE LETTER (ARGUMENT)

WHAT’S YOUR POINT OF VIEW?

Write a persuasive letter to your classmates in which you express your point of view about the benefits of playing sport and exercise. Support your logical argument with reasons and evidence.

To Class Mates

I think that sports/Exercise is a big part of a persons life and that every

body should play or exercise more then 3 times a week.

The reason is because I known a couple of people they did sport

about 2-3 times a week and they were not over weight, they could

run fast. So if you don’t do sport or exercise all the Food you eat

you will not be able to burn of the fat in the food.

The other reason is because you might like the Sport and what to

get good at the sport. That sport might need 2 times a week

training. So that will be all you need.



Evidence for Scaling Paul: PERSUASIVE LETTER (ARGUMENT)


Scale

Genre: Language for

achieving

different

purposes













The text is an argument in favour of the benefits of sport and exercise. The student has introduced the topic in one sentence and given two reasons in favour of his point of view, each of which is written in paragraph form. The text is written as a letter to classmates and therefore begins with a salutation. • noun groups: I, The reason, The other reason • layout: Salutation present, paragraphs clearly

separated • reference items: I, a, every body (everybody), the,

they, you, That sport, that, all • vocabulary patterns: − synonyms/antonyms: sports/exercise − words that go together: 3 times a week, 2-3

times a week − word sets: sport, exercise, play, run, training,

burn … fat • linking: and, or • binding: because, so, if • projection: I think that Written independently

8



Field: Language for

expressing

ideas and

experiences















a big part of a persons life, The reason, a couple of people, all the food you eat, The other reason, the fat in the food more then (than) exercise, over weight (overweight), training • action: play, exercise, run, do, need, did • mental (sensing): think, known (know), like, what

(want) • relational: is, were • verbal groups: will be, will not be able • phrasal verbs: to burn of (off), to get good at • nouns: The reason, The other reason • dependent clause: So if you don’t do sport or

exercise, So that will be all you need, because I know(n) a couple of people, because you might like the sport

• when: more then (than) 3 times a week, 2-3 times a

week, 2 times a week • where: in the food • how: fast sport, exercise, over weight (overweight), training, fat

8



Tenor:

Language for

interacting with

others






The texts is a series of statements expressed in simple and compound sentences. • subjective: I think, I known (know), If you don’t do

sport • objective: The reason is, The other reason is The statements made about the topic are expressed subjectively in most instances. • certainty: think, will not be able, might, will be • frequency: more then (than) 3 times a week, 2-3 times

a week, 2 times a week • obligation: should play, need • inclination: like, what (want) • feelings, attitudes: fast, good • idioms, humour: to burn of (off) the fat The writer is positioned as an authority on the topic, however subjective examples are used to support the argument.

8

Mode:

Language for

creating spoken

and written texts













• abstractions: The reason, The other reason • cause: So if you don’t do sport, So that will be • non-human: That sport • human: I The student has begun to use abstractions to foreground the argument in each paragraph and used a sentence to introduce the argument. Text lacks a conclusion. Although statement of position is present, the reasons elaborated on in the paragraphs are not signalled in the introduction. The student is able to support the argument with reasons and evidence and makes simple links between the arguments, reasons and evidence. • primary: is, did, will, like, will be Primary tenses are used accurately and appropriately in most cases. Active voice Handwriting is legible and spelling of everyday vocabulary is accurate. Full stop and commas are used, although some difficulties punctuating compound sentences are evident. A limited understanding and use of letter-writing conventions is evident.

8



Paul: ARGUMENT ESSAY



Essay Australia would be better off as a Republic I believe Australia would be better off as a Republic. If we were to become a Republic we would need an Australian leader like a Aboriginal because they were the first/original culture to roam the whole of Australia. Yes I believe that Australian’s should stand on our own two feet. We should not be ruled by the Queen who lives in Britain. “… we have progressed and Grown.” (The case of voting Yes) The Queen has got to much on her hands looking after Britain and Australia + her family. The Queen should only look after Britain. “Its time to have owr own head of state” (IBid) because we have grown up and our own people should have the right to vote for a Australian leader. Lots of Australian families think that they will loss “It would not change the number of public holidays” but nothing will change only the way people look at us as a Republic Nation. Australia will also continue to compete in the commonwealth Games. That is why most the time when Australia’s vote they vote for it to stay like it is now. Yes I think Australia would be better of as a Republic. The Queen would not take us first if we were introuble and Britain would come first not us.



Evidence for Scaling Paul: ARGUMENT ESSAY


Scale

Genre: Language for

achieving

different

purposes







dominant, recessive − classification: teeth: canines, molars.

composition (whole part): tooth: enamel. • conjunctions to join sentences or






Text has a title which states the argument, followed by paragraphs that support the statement of position. A conclusion is also present. • noun groups: Australia, I, The Queen, Lots of

Australian families • layout: The text is handwritten with title and line

spaces between paragraphs. The student has left a line space between topic sentences and the rest of the paragraph and is not yet clear about the conventions for including quotations in texts.

• reference items: I, we, a, an, they, the, our, her, it, our

own, that, us • vocabulary patterns: − synonyms/antonyms: Aboriginal/first/original

culture, leader/the Queen/head of state/Australian leader

− words that go together: head of state, too much on her hands, better off, looking after, grown up

− word sets: Republic, head of state, leader, vote, change, ruled, the Queen, Republic(an) Nation; Britain, the Queen

− classification: Britain, Australia • linking: and, also, but • binding: if, when, because, like, only • relative clauses: the Queen who lives in Britain • projection: I believe that Australian’s should stand,

Lots of Australian families think that they will loss (lose)

• non-finite clauses: to roam the whole of Australia, looking after Britain and Australia + her family, the right to vote for a (an) Australian leader, to compete in the commonwealth Games

Student copied note on how to write an essay and appears to have used those notes to construct this text.

8



Field: Language for

expressing

ideas and

experiences















an Australian leader like a (an) Aboriginal, the first/original culture, the whole of Australia, our own two feet, the Queen who lives in Britain, owr (our) own head of state, the right to vote for a (an) Australian leader, Lots of Australian families, the number of public holidays, the way people look at us, The case of voting Yes better, most, the case leader • action: roam, lives, progressed, grown, • mental (sensing): believe, need, think • relational: become, were, has (got), have, stay, is • verbal groups: were to become, would need,

should stand, should not be ruled, should have, will loss (lose), would not change, will change, continue to compete, would not take, would come

• phrasal verbs: look after, be better off, have grown up, to vote for

• phrase: That is why • dependent clause: If we were to become a

Republic, because they were the first/original culture…, because we have grown up, when Australia’s vote, if we were introuble (in trouble)

• when: most (of) the time, when Australia’s vote,

now, first • where: on our own two feet, in Britain, in the

commonwealth Games, in trouble • how: as a Republic, like a (an) Aboriginal, as a

Republic Nation stand on our own two feet, too much on her hands Australia, Republic, leader, Aboriginal, first/original culture, ruled, the Queen, Britain, head of state, the right to vote, public holidays, Republic Nation, commonwealth Games • direct: Three direct quotes are used although

referencing does not clearly indicate the original source of the quoted text

8



Tenor:

Language for

interacting with

others

speech functions: • statements, question, offers, commands subjectivity/objectivity • subjective: In my opinion • objective: The response of the army modality: • certainty: will, possibly, it suggests, I am sure,





The text is a series of statements arguing the case. The use of rhetorical questions would be appropriate in this context. • subjective: I believe, Yes I think, Lots of Australian

families think • objective: Australia will also continue to compete • certainty: believe, think, would be, were to become,

will change, would not change, would not take us, would come first

• frequency: most (of) the time • obligation: would need, should stand, should not be

ruled, should have • feelings, attitudes: yes, better off, first/original culture,

our own two feet, too much, only, nothing, change, loss (lose), trouble

• idioms, colloquialisms: stand on our own two feet, to (too) much on her hands

• cultural references: Commonwealth Games • names: The Queen The tenor is subjective and inclusive of the reader as a fellow Australian. This is appropriate for an argument of this kind, although the use of Yes, is more appropriate for a speech (where there is less distance between the speaker and the audience), than it is for a written text.

8

Mode:

Language for

creating spoken

and written texts













• cause: If we were to become a Republic, That is why • non-human: Australia • human: I, We, The Queen, Lots of Australian families The sentences are foregrounded mainly with human participants and on two occasions the sentences begin with Yes. This choice is less appropriate for a written text than it is for a spoken text. The statement of position clearly signals the writer’s point of view and allows the reader to predict the content of the paragraphs that follow. The arguments are signalled through the use of simple topic sentences, although the formatting used by the student separates these from the rest of the paragraph. • primary: primary tenses used accurately and

appropriately • secondary: secondary tenses are used accurately and

appropriately mainly active voice – passive voice constructed accurately and used appropriately on one occasion Basic punctuation is used accurately most of the time. The student uses apostrophes inaccurately and there is no use of commas. The student spells most words accurately and uses quotations with close to accurate punctuation.

8




Scale 7

Scale 8

GENRE:

Outcome 7.1 Communicates in a range of social situations and a narrow range of educational genres, and reflects on these in an elementary way.

Outcome 8.1 Communicates in a wide range of social situations and a narrow range of educational genres, and reflects on these in an elementary way.

Text in Context

• begins to reflect on the purposes, structure and common features of a range of elementary genres

• participates with some confidence in casual conversation about familiar topics with familiar people

• constructs with some confidence oral and written examples of elementary genres having a number of stages or a series of events

• reads longer, more complex illustrated sequential explanations and begins to write and draw brief examples with confidence

• constructs brief oral and written arguments • organises the meanings in short, simple paragraphs • writes simple, repetitive poems based less on modeled

language

• reflects with support on the purposes, structure and common features of a range of elementary genres

• participates with greater confidence in casual conversations about familiar topics with familiar people

• constructs oral and written examples of the elementary genres having a number of stages or series of events

• reads long sequential explanations such as life-cycles and writes and draws simple examples with confidence

• constructs oral and written recounts, short oral and written narratives, summaries and arguments

• independently constructs story genres with a storyline and events related to the resolution of a problem

Language • identifies a wide range of discriminating features of elementary features, such as action verbs in narratives and reports

• identifies and uses a limited range of significant linguistic features that organise a text

• expands information using linking conjunctions - and, but, or, so and then; binding conjunctions – if, when, after

• understands and uses a range of reference items accurately most of the time in spoken texts and reads reference items accurately in longer texts

• identifies and uses a limited range of features that organise a text, such as sub headings in a report, a new line for a change of speaker or phrases of time and place

• identifies clauses and expands the information in a text by joining the clauses using common binding conjunctions such as because, if, since, when and a small range of relative pronouns

• understands and uses a range of reference items appropriately and accurately most of the time in spoken and short written texts, reading reference items accurately in longer texts

FIELD:


Outcome 8.2 Understands and uses common vocabulary that constructs everyday, non-technical fields of personal and community interest and has a tentative control of a small range of technical fields.

Text in Context

• communicates confidently with peers in informal contexts about a range of personally relevant topics

• demonstrates a limited understanding of vocabulary that develops their knowledge beyond personal and school experiences

• begins to use a narrow range of technical vocabulary constructing a range of educational fields

• demonstrates understanding of more than one meaning of a wide range of familiar words

• uses English student dictionaries and begins to use a thesaurus

• communicates confidently about familiar fields with peers informal contexts, remaining unsure of some field-specific vocabulary

• demonstrates a tentative control of vocabulary beyond personal and school experiences

• chooses appropriately from a narrow range of vocabulary to make delicate meanings

• writes and retells simple descriptive texts • chooses to use direct or reported speech appropriately • uses a thesaurus with some confidence

Language • uses a range of vocabulary expressing actions, participants within noun groups and phrases giving circumstances

• constructs noun groups using a narrow range of describers ( new man) classifiers (new security man) and short prepositional phrases as qualifiers

• uses a wide range of comparatives of regular two syllable adjectives ending in y , a small range of three syllable examples and irregular examples

• uses a small range of common technical vocabulary • understands and uses a narrow range of common

nominalisations • uses with some accuracy, simple direct and reported

speech • understands the idea of acronyms such as Qantas

• uses a range of vocabulary patterns for a range of writing genres from recounts to reports

• uses slightly more varied vocabulary such as verbs expressing mental process, noun groups with classifiers and describers

• understands a range of common nominalisations and uses a small range of common examples

• uses a range of common technical vocabulary • identifies key vocabulary in spoken, written and simple

visual texts to construct a simple summary • uses direct speech and simple reported speech with a

greater degree of accuracy




Scale 7

Scale 8

TENOR:

Outcome 7.3 Participates with some measure of confidence and critical awareness in a small range of familiar contexts, using a small range of grammatical structures accurately.

Outcome 8.3 Participates with increasing confidence and critical awareness in a range of familiar contexts using a wider range of basic grammatical structures accurately and begins to participate appropriately in a narrow range of more formal contexts.

Text in Context

• begins to take on the role of welcoming, introducing and thanking speakers and reads aloud simple, formal language

• chooses and uses accurately a small range of basic ways of expressing questions, offers and commands

• understands and uses a range of language elements that express modality appropriately in a narrow range of formal and informal situations

• begins to use a strictly limited range of idioms with some confidence

• demonstrates with increased confidence a critical awareness of variation according to context.

• begins to understand more clearly how interpersonal meanings can be made in varying ways , for example adjusts speaking to communicate with a known adult on a serious matter

• invites, welcomes, introduces and thanks visiting speakers appropriately, relying heavily on collaboratively constructed models of formal oral language

• chooses appropriately a small range of language expressing modality (degrees of certainty or obligation) when responding to a point of view in informal contexts

• begins to use with some confidence a limited range of common colloquialisms or idioms

• demonstrates critical awareness by identifying and reflecting with increased confidence on the appropriateness of linguistic choices, for example, identifies stereotypes in television commercials.

Language • experiments with how meanings are varied by changing

intonation, meaning and volume when reading aloud • uses a range of yes/no questions and wh-questions (Who

did you go on the boat with?) with some accuracy • chooses with some accuracy elementary expressions of

modality such as could, may perhaps • begins to understand how vocabulary choice is linked to

context, such as abdomen, stomach, tummy, belly • chooses a strictly limited range of colloquial and idiomatic

language • plays with the language in a small range of ways for

humorous effect • uses a small range of evaluative vocabulary to express

feelings and attitudes

• begins to understand appropriate choice of questions and commands and language expressing modality when considering classroom and school behaviour, using ‘Could you come over here please’ instead of ’Come here’ with known adults

• uses simple forms of modality with varying degrees of accuracy such as should, could, just, only

• chooses with some confidence vocabulary appropriate for the tenor of the context

• begins to understand how meanings are varied by changing intonation, tone, volume and emphasis when speaking and reading aloud

• uses a range of evaluative vocabulary to express feelings and attitudes

MODE:

Outcome 7.4 Identifies and compares in elementary ways the features of spoken, written and visual texts and constructs a small range of short written and visual texts that unfold coherently through their simplicity.

Outcome 8.4 Identifies and compares the major features of spoken, written and visual texts, and constructs a range of short spoken and written texts that unfold coherently most of the time.

Text in Context

• identifies what is placed at the front or foregrounded in a genre and begins to use foregrounding independently and appropriately in a limited way

• communicates appropriately some of the time using another medium such as a telephone

• identifies and discusses in elementary ways the meanings made in a range of multimodal texts, discussing for example the links between illustrations and verbal texts

• discusses and understands the patterns in what is foregrounded in a genre and uses this understanding most of the time

• communicates simply, appropriately and accurately in general when using another medium such as a telephone

• identifies and discusses with slightly more confidence in elementary ways the meanings made in a range of multimodal texts, such as in discussing made in a pie graph

• demonstrates a tentative critical understanding of a range of multimodal texts, for example discussing the relationship between a visual text and an accompanying verbal text

Language • begins to use phrases of time at the beginning of

recounts, actions at the beginning of procedures and personal pronouns in practical reports

• demonstrates understanding of spoken language being presented in texts as quoted or reported speech

• shows control of primary tenses and past tense of the most common irregular verbs

• spells accurately most words learned in the classroom and uses a range of strategies such as visual pattern and word lists

• demonstrates understanding of the common punctuation marks

• organises texts in simple logically ordered paragraphs with a topic sentence for each one

• foregrounds simple repetitive patterns most of the time, ‘draw the eyes’, ‘with a fine brush, draw the eyes’ or ‘the leaf was put in the sun’

• demonstrates limited control with support of punctuation marks beyond the most basic, such as speech marks, commas and apostrophes




GENRE: Jimmy and Paul both use a range of binding and linking conjunctions to join clauses and expand information. (Scale 7) Both students begin to use a small range of relative pronouns with varying accuracy. (Scale 8) FIELD: Jimmy uses and understands common vocabulary and uses a narrow range of technical vocabulary. (Scale 7) Paul uses more technical vocabulary beyond immediate personal and school experiences. (Scale 8) TENOR: Jimmy experiments with language for humorous effect. (Scale 7) Paul demonstrates understanding of non-literal meanings and uses a limited range of non-literal expressions. (Scale 8) MODE: Jimmy’s texts unfold coherently through their simplicity. (Scale 7) Paul organises his texts in simple, logically ordered paragraphs on the basis of a change of topic and begins to use topic sentences. (Scale 8)



Egor : DISCUSSION



Egor: DISCUSSION

ESL Studies

This whole essay is about a discussion the discussion is about Technology. The fact that’s being discussed in

this essay is :,,Technology will destroy the human race.”

Technology is one thing that in todays society we can’t live without. It is around us 24/7 we can’t do anything

and not need the technology. In the mornings when we stand up we turn on the light to see our way around our

houses, so basicly that means that from the first thing we do in the morning to the last thing in the evening we

require the use of technology.

There are places or people on the world that not affected by technology in any way. Those people are

indeginous people who live in rural places like in the Amazon or the Aboriginals in the desert areas of Australia.

That is imbossible for us people who live in the cities or any civilised people.

So at the moment we still controll technology but slowly the technology is taken the humans places. Factories

used to be operated only by people but at the moment more and more mashines and roboters are replacing the

people.

Scientist are trying to build roboters that replacing the humans, they could be quicker no questions and they can

do the work forever. The fear of that is that those A.I. (Artificial Intelegant) will replace and destroy the humans.

So that in the future there will be a nation of humans and A.I.

Overall the future for humans is not great the fear of robotors and A.I. is huge. To conclude the factors that are

given it is possible that technology will destroy the human race. It is not know how the future will be but there

are many factors whose the technology is taking over the humans and there positions.



Evidence for Scaling Egor : DISCUSSION


Scale

Genre: Language

for

achieving

different

purposes













Discussion genre with an introduction followed by four paragraphs of discussion and a concluding paragraph. • noun groups: This whole essay • conjunctions: So, Overall • time, place, manner: So at the moment, To

conclude • topic words: Technology, Scientist(s) • layout: handwritten as 6 paragraphs • reference items: This, a, The fact that’s being

discussed in this essay, one thing, we, it, our, that, Those people, they, The factors (facts) that are given, there (their) positions

• vocabulary patterns: − synonyms/antonyms:morning/evening,

need/require, rural places/cities, taken(taking)/replacing, will destroy/is taking over, people/the human race, indeginous (indigenous) people/civilised people

− classification: Technology: mashines (machines), roboters (robots), Artificial Intelegant (Intelligence); Indeginous (indigenous) people: Aboriginals; rural places: the Amazon, the desert areas of Australia

• linking: and, but, so • binding: when, so that • relative clauses: indeginous (indigenous) people

who live in rural places, us people who live in the cities, many factors whose the technology is taking over the humans

• projection: That means that • non-finite clauses: To conclude, to see our way

around

9



Field: Language

for

expressing

ideas and

experiences



comparatives: funnier, slower, more beautiful, best abstract and technical nominalisations: • likelihood, growth, development, beauty,











The fact that’s being discussed in this essay, one thing that in today’s society we can’t live without, the first thing we do in the morning, the last thing in the evening, the use of technology, places or people on the world that are not affected by technology, indeginous (indigenous) people who live in rural places like in the Amazon, a nation of humans and A.I. • like in the Amazon, not great, huge • the use of technology, indeginous (indigenous)

people, civilised people, The fear A.I. (Artificial Intelegant (Intelligence)), the factors

• action: destroy, live, do, need, control(l), are

replacing, can do, destroy, are given, affected • mental (sensing): to see • saying: discussed • relational: is, are, means, Will…be • verbal groups: is taken (taking), used to be

operated, are trying to build, • phrasal verbs: stand up, turn on, to conclude, is

taking over, is not know(n) • verbs: will destroy, affected, will replace • when: In the mornings, from the first thing we do in

the morning to the last thing in the evening, slowly, at the moment, forever, 24/7, in the future, still

• where: around us, in this essay, around our houses, in rural places, in the desert areas of Australia,

• how: only by people, quicker technology, Factories, mashines (machines), roboters (robots), Scientist, A.I. (Artificial Intelegant (Intelligence))

10



Tenor:

Language

for

interacting

with others






The text is a series of statements which is appropriate for this genre. • subjective: we can’t live without, we require, etc • objective: This whole essay, The fact that’s being

discussed • certainty: is possible, will destroy, can’t live without,

can’t do anything, could be quicker, no questions, will replace and destroy, it is not know(n), impossible

• frequency: forever, still • obligation: require, need • feelings, attitudes: the fear, not great, huge, taking

over • idioms, humour: 24/7 The writer is positioned as an authority on the topic and the topic is discussed from and objective point of view. The use of “we” is an appropriate choice as the discussion is about the relationship between technology and human beings. It is also an effective device for engaging the reader and maintaining the interest of the audience.

10

Mode:

Language

for creating

spoken and

written texts













• abstractions: This whole essay, The fact that’s being

discussed, The fear of that • conjunctions: In the mornings, when we stand up • time, place, manner: So at the moment, So that in the

future, To conclude • non-human: Technology, Factories, the future for

humans, • human: we, Those people, Scientist(s) Introduction and conclusion are present and introduction foregrounds the topic of discussion. Paragraphs require topic sentences. Only one side of the discussion has been put forward. • primary: mainly simple present, present continuous,

some future • secondary: some past continuous Tense construction is accurate in most cases. Predominantly simple present tense although other tenses are used effectively. The choices here are appropriate for the context. Most of the text is in active voice although passive voice has been used effectively to highlight how humans are affected by technology: There are places or people on the world that (are) not affected by technology in any way. Factories used to be operated only by people. • handwriting: some letters are difficult to read • abbreviations: A.I. • spelling: generally accurate, though some words

misspelled: basicly, indeginous, imbossible, controll, mashines, roboters/robotors, intelegant,

• punctuation: Uses capitals appropriately, some difficulties punctuating compound and complex sentences, commas need to be used

9/10



Pablo : LETTER

Section A : Radio Station

Manager of SAFM

Dear Sir/Madam,

I would like to make a few suggestions to improve your radio station.

firstly your station plays the same songs every 5 minutes of the day. Secondly your station plays too many

commercials.

The Radio D.J that you have there, (Amanda Blair) has to go. Her material old and it isn’t even funny. She

harasses people and singers about their behind when she doesn’t look at her own.

Also the games and the competition they do should be cut down and the constant blabbering should be cut

down aswell.

The way I think you can solve this problem is by having one hour of uninterrupted music. then after the hour has

pasted put some commercials and then put another one hour of music, and continue this process.

Please take this letter into consideration, for your sake. Your Sincerely Pablo Picas



Evidence for Scaling Pablo : LETTER


Scale

Genre: Language

for

achieving

different

purposes













Letter with salutation, statement of opinions and supporting evidence, suggestions for improvement and complimentary closing statement • conjunctions: Firstly, Secondly, Also • noun groups: The radio DJ, • action verbs: Please take • layout: Letter: Manager of SAFM, Dear Sir/Madam,

Your (Yours) Sincerely • reference items: your, I, their, it, she, they, you,

her, one, another, the, this, a, there, your(s), her own

• vocabulary patterns: − words that go together: cut down, solve this

problem, for your sake − word sets: radio station, songs, commercials,

games and competition, music, singers, uninterrupted music, one hour of music

• conjunctions: then • linking: and, then • binding: when, by, after • relative clauses: The Radio D.J. that you have

there, (Amanda Blair) • projection: I think (that) you can • non-finite clauses: by having Students were provided with questions to scaffold their writing.

9



Field: Language

for

expressing

ideas and

experiences















A few suggestions, your radio station, every 5 minutes of the day, too many commercials, her material, The Radio DJ that you have there, the constant blabbering, one hour of uninterrupted music, one hour of music too many commercials suggestions, material, problem, consideration, process, the constant blabbering • action: to improve, plays, harasses, doesn’t look,

has pasted (passed), take, continue, put, cut down

• mental (sensing): think, solve • relational: have, is, isn’t • verbal groups: like to make, has to go, be cut down • phrasal verbs: to be cut down, look at, take into

consideration • when: every 5 minutes of the day, after the hour

has pasted (passed) • where: there, at her own • how: even, about their behind, by having one hour

of uninterrupted music Radio station, songs, commercials, material, singers, games and competitions, uninterrupted music, Radio DJ

10/11



Tenor:

Language

for

interacting

with others






Text is written as a series of statements and concludes with a polite command (Please take …) Questions might have been expected of a letter. • subjective: I think, I would like • objective: Also the games and competitions • certainty: it isn’t even funny, , can solve. • obligation: has to, should be cut • inclination: like to make • feelings, attitudes: old, isn’t even funny, harasses • idioms, humour: blabbering, behind • names: Sir/Madam, Amanda Blair, Manager of SAFM The language choices position the writer as some authority as a listener as is appropriate.

9/10

Mode:

Language

for creating

spoken and

written texts













• abstractions: Her material, The way I think you can

solve this problem • conjunctions: then after the hour has pasted (passed) • non-human: Her material • human: I, The radio DJ, She, • action verbs: Please take Foregrounding of human and non-human elements is appropriate for a persuasive letter. Issues are stated and elaboration is present as well as suggestions for improvement. The second and 5th paragraphs should be combined as they are about the same point. Similarly, the two paragraphs about the D.J. and the games and competitions could also be combined. Topic sentences do not adequately introduce points that are being made. • primary: plays, have, is, harasses, think • secondary: has pasted (passed) Primary tenses are used accurately and some difficulties with secondary tenses are evident. Mostly written in the active voice • passive: should be cut down There are no significant spelling issues with this range of familiar vocabulary.

9



Pablo : SHORT ANSWER RESPONSE

They’re a weird mob (VIDEO STUDY)

Questions

1. Nino Culotta is an Italian migrant, Nino is a good-hearted gentleman and he is polite, well mannered

but he is a bit ignorant. He came to Australia because he came to work on a newspaper as a sports

editor for a relative.

2. Nino found work as a brick labourer which is a very difficult job considering you would be working out

in the heat all day on a building site. He was working in the suburbs of Sydney, this was when the new

housing developments had started in the 1960’s.

3. The people that Nino worked with were typical Assies. They were hard working, they loved to swear

and carry on, they were easy to get along with and they loved their beer and rollie cigarettes.

4. There were outlying suburbs being built and Sydney was starting to expand. The harbour site was

finished by then and the suburbs were inhabited by ordinary average income families. The inner city

sydney was established and bustling.

5. In the 1960’s there were plenty of racism towards migrants because of what they looked like or

because they had different customs or beliefs. Also at that time migrants had started opening

restaurants and shops which of non Australia involvements.

6. The Australian males were portray as the typical aussie in the movie. They were easy-going, beer

drinkers, funny and sometimes on the lazy side. The Australian females were putrayed as these

beautiful beach babes with blonde hair and they all had perfect bodies.

7. In the movie you saw Iconic thinks like the hills hoist and Quantas and the harbour bridge. I also

noticed that all the brickie men were wearing the good old footy shorts and the blue flanalet singlets.

8. Some of the slangs used in the film were, Your shout, King’s blood Cross, blood hell and Good day

mate. Some of these slang are still used today and even though these words were considered as rude

today they are less ofencive.

9. Some things that are still the same are the mens attitudes, and some sites of Sydney. Some things

that have changes is Kings Cross, The way men and woman dress different and today they have

different acsent.

10. I believe that Crocidile Dundee was over done and the men from the movie



Evidence for Scaling Pablo : SHORT ANSWER RESPONSE


Scale

Genre: Language

for

achieving

different

purposes







dominant, recessive − classification: teeth: canines, molars − composition (whole-part): tooth: enamel.






As this is a series of short answer questions that are not extended prose, it is not appropriate to look at text organization to any degree. • reference items: he, you, this, they, their, these,

Some of these, I • vocabulary patterns: − synonyms: polite/well-mannered, brick

labourer/difficult job − words that go together: easy to get along with,

hard working, rollie cigarettes, outlying suburbs, inner city, easy-going, blonde hair, hills hoist, harbour bridge, footy shorts, Good day mate, building site, housing developments, average income families, brick labourer

− word sets: well mannered/polite,/good hearted, customs/beliefs

− classification: people: migrants; families: relative; males: gentleman, men, brickie men, typical Assies (Aussies), beer drinkers; woman(women): Australian females, beautiful beach babes, perfect bodies

− composition: newspaper: sports editor, Sydney: inner city suburbs, new housing developments, outlying suburbs, the inner city Sydney, The harbour site, Kings Cross

• conjunctions: Also, • linking: and, or, also, but. • binding: because of, when, because, even though • relative clauses: which is a very difficult job, which

of non Australia involvements • projection: I believe that, I also noticed that • non-finite clauses: considering (that) you would be

working It appears that many answers are supported by the language and structure of the questions.

9/10



Field: Language

for

expressing

ideas and

experiences



comparatives and similes: • funnier, slower, more beautiful, best


risk, capability, potential

verbs: • action: divide, peered, scanned, demolished • mental (sensing): knew, believe, knew,










an Italian migrant, a good hearted gentleman, a sports editor, a brick labourer, a very difficult job, a building site, the suburbs of Sydney, the new housing developments, typical Assies (Aussies), outlying suburbs being built, The inner city Sydney, The harbour site, ordinary average income families, plenty of racism towards migrants, these beautiful beach babes with blonde hair, iconic things, the good old footy shorts, the blue flanalet (flannelette) singlets, the men’s attitudes, the people that Nino worked with, the way men and woman dress different, Some of the slangs used in the film, Some things that are still the same

less ofencive (offensive), different acsent (accent) work, labourer, developments, involvements, drinkers, migrant, beliefs, racism • action: came, work, started, found, finished,

inhabited, wearing, dress, used, changes(d) • mental (sensing): believe, considered, considering,

noticed, saw • relational: is, was, were, had, are, have, were

portrays(ed) • verbal groups: would be working, came to work,

loved to swear, starting to expand, started opening, was overdone, being built

• phrasal verbs: carry on, to get along with, worked with, looked like

• phrase: for a relative • dependent clause: considering you would be

working out in the heat all day on a building site, because he came to work on a newspaper, because of what they looked like, because they different customs or beliefs

• when: when the new housing developments had

started in the 1960’s, by then, all day, today • where: on a newspaper, in the suburbs of Sydney,

in the movie, out in the hear • how: like the hills hoist, as a sports editor, as these

beautiful beach babes with blonde hair These beautiful beach babes, on the lazy side, carry on, Your shout Iconic things, Italian migrant, newspaper, sports editor, relative, brick (brickies’) labourer, building site, suburbs, new housing developments, beer and rollie cigarettes, outlying suburbs, ordinary average income families, inner city Sydney, established and bustling, customs or beliefs, involvements, Australian males, iconic things, racism.

9/10



Tenor:

Language

for

interacting

with others






Text is written as a series of short answers. This is appropriate for this type of task. • subjective: I believe, I also noticed • objective: The people that Nino worked with, Some of

the slangs used in the film • feelings, attitudes: good-hearted, polite, well

mannered, ignorant, typical, hard-working, easy to get along with, ordinary average income, rude, over done

• idioms, humour: easy going, Your shout, bloody hell, Good day mate.

• cultural references: hills hoist, Quantas (QANTAS), harbour bridge, King’s blood Cross

• names: Nino Culotta, Crocodile Dundee The language choices position the writer as some authority as a viewer as is appropriate. Most of the answers to the questions foreground information and are therefore objective in tenor. This is appropriate for this task.

9/10

Mode:

Language

for creating

spoken and

written texts








heavy rain. • print conventions and layout: • handwriting • abbreviations • representing sounds with letters • spelling: link to pronunciation and visual





• abstractions: Some of the slang(s) used in the film,

Some things that are still the same, Some things that have changes(d)

• time, place, manner: In the 1960’s, In the movie, Also at time

• non-human: The harbour site, The inner city Sydney • human: Nino Culotta, He, Nino, The people that Nino

worked with, They (The people that Nino worked with), The Australian males, The Australian females, I

Human elements are foregrounded in character descriptions, non-human elements are foregrounded to describe the setting and abstractions are foregrounded to comment on the use of language and to make comparisons between the past and present. Each of these choices is appropriate. This is not an extended coherent text and therefore does not contain an introduction, topic sentences and conclusion. This is appropriate for short answer responses. • primary: full range of simple tenses used • secondary: many examples of secondary tenses Generally uses a wide range of primary and secondary tenses accurately. A variety of tenses is used appropriately within paragraph answers. There is an appropriate balance between active and passive voice. The passive voice is used appropriately to foreground non-human elements such as harbour site and suburbs. Hand writing is legible. Basic punctuation is used appropriately most of the time. There are some spelling errors of more technical language, restuarants, flanalet, ofencive, acsent and spelling of common vocabulary is accurate.

9/10



SOME KEY DIFFERENCES BETWEEN SCALES 8 AND 9 Scale 8 Scale 9 GENRE:

Outcome 8.1 Communicates in a wide range of social genres and a narrow range of educational genres, and reflects on these in an elementary way.

Outcome 9.1 Communicates in a range of social situations and a narrow range of educational genres, and reflects on these in an informed way.

Text in Context

• reflects with support on the purposes, structure and common features of a range of elementary genres

• participates with greater confidence in casual conversations about familiar topics with familiar people

• constructs oral and written examples of the elementary genres having a number of stages or series of events

• reads long sequential explanations such as life-cycles and writes and draws simple examples with confidence

• constructs oral and written recounts, short oral and written narratives, summaries and arguments

• independently constructs story genres with a storyline and events related to the resolution of a problem

• begins to reflect on possible variations of the structure of a genre

• contrasts a texts of the same genre but different cultures in terms of structure but also in simple linguistic terms

• constructs oral and written examples of a range of elementary genres having a number of stages or series of events, writing and drawing life cycles and simple flow charts which begin to incorporate casual meanings, writing short factual texts drawing from more than one source and using a range of simple cohesive resources, and constructs simple oral and written arguments, based on heavily modelled and collaboratively constructed texts

Language • identifies and uses a limited range of features that organise a text, such as sub headings in a report

• identifies clauses and expands the information in a text by joining the clauses using common binding conjunctions such as because, if, since, when and a small range of relative pronouns

• uses a range of reference items appropriately and accurately most of the time in spoken and short written texts

• reads reference items accurately in longer texts

• forms complex sentences using a wide range of binding conjunctions: because, if, since

• uses a small range of relative pronouns with varying accuracy, for example, ‘the boy which writes well is’

• uses a small range of simple language elements that make a text hang together, such as a narrow range of conjunctions, reference items in complex factual genres, such as explanations and a small range of synonyms and antonyms

FIELD:

Outcome 8.2 Understands and uses a small range of vocabulary and grammatical items to form short word groups and phrases constructing fields beyond the personally relevant, and uses a narrow range of technical vocabulary.


Text in Context

• communicates confidently about familiar fields with peers informal contexts, remaining unsure of some field-specific vocabulary

• demonstrates a tentative control of vocabulary beyond personal and school experiences

• chooses appropriately from a narrow range of vocabulary to make delicate meanings

• writes and retells simple descriptive texts • chooses to use direct or reported speech

appropriately • use a thesaurus with some confidence

• communicates confidently about familiar fields with peers choosing a small range of field specific vocabulary

• demonstrates a greater understanding of vocabulary beyond immediate personal and school experiences

• writes and retells simple descriptive texts which construct less familiar topics, such as fantasy characters or creatures

• demonstrates understanding of other perspectives and ideas when arguing although still draws on own perspectives

Language • uses a range of vocabulary patters for a range of writing genres from recounts to reports

• uses slightly more varied vocabulary such as verbs expressing mental process, noun groups with classifiers and describers

• understands a range of common nominalisations • uses a range of common technical vocabulary • identifies key vocabulary in spoken, written and simple

visual texts to construct a simple summary • uses direct speech and simple reported speech with a

greater degree of accuracy

• expands noun groups by using a more delicate choice of describers (a nice comfortable flat) classifiers (a nice furnished flat) and some longer qualifiers (a nice furnished flat near the city)

• understands a wide range of examples • uses direct speech and simple reported speech with a

good degree of accuracy



SOME KEY DIFFERENCES BETWEEN SCALES 8 AND 9 Scale 8 Scale 9

TENOR:

Outcome 8.3 Participates with increasing confidence and critical awareness in a range of familiar contexts using a wider range of basic grammatical structures accurately and begins to participate appropriately in a narrow range of more formal contexts.

Outcome 9.3 Constructs spoken and written texts confidently in a small range of contexts, particularly familiar contexts, and is developing control in a small range of more formal contexts.

Text in Context

• begins to understand more clearly how interpersonal meanings can be made in varying ways, for example adjusts speaking to communicate with a known adult on a serious matter

• invites, welcomes, introduces and thanks visiting speakers appropriately, relying heavily on collaboratively constructed models of formal oral language

• chooses a small range of language expressing modality (degrees of certainty or obligation) when responding to a point of view in informal contexts

• begins to use with some confidence a limited range of common colloquialisms or idioms

• demonstrates critical awareness by identifying and reflecting with increased confidence on the appropriateness of linguistic choices

• identifies stereotypes in television commercials

• relies on collaboratively constructed models in inviting, welcoming, introducing and thanking visiting speakers

• uses a wide range of language choices appropriately when expressing a point of view

• maintains appropriate tenor in short, simple written or spoken factual texts and can begin to make changes appropriate to the context

• demonstrates understanding of non-literal meanings by beginning to use with some confidence a narrow range of common colloquialisms or idioms

• discuses in simple ways and for a narrow range of text how visual images and language construct stereotypes, bias and prejudice, by analysing these elements in junk mail or television commercials

• reflects in more explicitly ways on the choice of non verbal resources such as eye contact or use of gesture appropriate to the cultural or situational context

Language • begins to understand appropriate choice of questions and commands and language expressing modality when considering classroom and school behaviour, using ‘Could you come over here please’ instead of ‘Come here’ with known adults

• uses simple forms of modality with varying degrees of accuracy such as should, could, just, only

• chooses with some confidence vocabulary appropriate for the tenor of the context

• begins to understand how meanings are varied by changing intonation, tone, volume and emphasis when speaking and reading aloud

• uses a range of evaluative vocabulary to express feelings and attitudes

• interacts with peers confidently and with teachers or other known adults using a wider range of language expressing modality with a greater degree of success, but to a lesser degree when speaking with or writing to unknown adults

• uses a range of simple forms of language expressing modality with a greater degree of accuracy in more formal contexts, for example, ‘Perhaps the government will change its mind’

• begins to reflect critically on appropriate choice of commands and language expressing modality in various situations

• chooses confidentiality from a range of vocabulary to main appropriate tenor in a text, for example chooses a narrow range of colloquialisms and idioms

• understands more clearly how meanings are varied by changing intonation, tone, volume and emphasis when reading aloud a range of text

• stresses the appropriate syllable in words that have been heard and can predict with some accuracy how new words are pronounced

MODE:

Outcome 8.4 Identifies and compares the major features of spoken, written and visual texts, and constructs a range of short spoken and written texts that unfold coherently most of the time.

Outcome 9.4 Identifies and compares with some confidence a range of features of spoken, written and visual texts, and generally constructs a range of short coherent texts.

Text in Context

• discusses and understands the patterns in what is foregrounded in a genre and uses this understanding most of the time

• communicates simple, appropriately and accurately in general when using another medium such as a telephone

• identifies and discusses with slightly more confidence in elementary ways the meanings made in a range of multimodal texts, such as in discussing made in a pie graph

• demonstrates a tentative critical understanding of a range of multimodal texts, discussing the relationship between a visual texts and the accompanying verbal text

• identifies the patterns in what is foregrounded in a genre and begins to identify and use appropriately a small range of alternative language elements in a narrow range of genres

• communicates more confidently in situations involving other media if the texts is simple and there is support and time to plan. Fore example uses tables, diagrams or other visual texts when speaking, writing or following instructions

• identifies and discusses with some confidence the meanings made in a range of multimodal texts and demonstrates a tentative critical understanding of cultural references

Language • organises texts in simple logically ordered paragraphs with a topic sentence for each one

• foregrounds simple repetitive patters most of the time, ‘draw the eyes’, with a fine brush, draw the eyes’ or ‘the leaf was put in the sun

• demonstrates limited control with support of punctuation marks beyond the most basic, such as speech marks, commas and apostrophes

• foregrounds less simple, repetitive patterns, such as when phrases of time and place are foregrounded in more than one place in a report or when non human elements are foregrounded with confidence in factual genres (‘The lathe was dismantled carefully’)

• understands that a change is needed if choosing ‘The agents sold the houses’ rather than ‘The houses were sold by the agent’

• organises the text in logically ordered paragraphs • foregrounds appropriately in independent constructions of

explanations and arguments so that the text is coherent • demonstrates developing a control, with support, of the

links between intonation patters and punctuation, for example when reading aloud, accounting for speech marks, commas for lists and apostrophes for basic contractions and possession




GENRE: Paul, Egor and Pablo expand information in their texts by using common binding and linking conjunctions to join clauses, and use a small range of relative pronouns. (Scale 8) Egor and Pablo use a small range of conjunctions to organise their texts. (Scale 9)

FIELD: Paul uses a small range of simple nominalisations. (Scale 8) Egor and Pablo understand an use a wider range of more complex nominalisations. (Scale 9)

TENOR: Paul, Pablo and Egor all choose appropriate vocabulary to establish the tenor of their texts. (Scale 8) Pablo and Egor use simple forms of language expressing modality with a greater degree of accuracy (Scale 9) and a broader range of language expressing feelings and attitudes. MODE: Paul organises his texts in simple, logically ordered paragraphs on the basis of a change of topic and begins to use topic sentences. (Scale 8) Pablo and Egor choose less simple, repetitive sentence beginnings, foregrounding non-human elements more often in their expository texts. (Scale 9)



Gretel: DISCUSSION ESSAY




Question 1 The classroom experiment in ‘the wave’ really showed the history class how the German

Nazis could dominate all Germans and carry out genocide in ‘the Jewish problem.’

Gordon High School was out of order and had no discipline at all. Students would come in

late and never did their homework. Because so many of them did it, even the teachers had

no control. Ben Ross decided to do an experiment in his history class to show how it really

felt and how Adolf Hitler had control. The students had no other choice to improve so they

tried this as their last option. For example, the football team kept loosing and they thought

they could give the wave a try since they ran out of ideas in improving and were hopeless. It

is just like ‘The Great Depression.’ People had no food and were unemployed and would do

anything to save themselves and their familie’s lives. And many thought joining Hitler was

their last choice in surviving.

Like the Nazis, the students got out of control because they were against non-wave

members. They tried to get people in the wave and the people that did not want to be in the

wave was disliked. But in the Nazi’s case, they were not only disliked, they were to killed.

‘ … You say it could never happen again, but look how close you came. Threatening those

who wouldn’t join you, preventing non-wave members from sitting with you at football games.

Fascism isn’t something those other people did, it is right here, in all of us.’ Ben Ross pg 104.

The students did not understand how the Nazi’s could just turn their backs on their friends

and neighbours and let them be persecuted. But since the students got them in that position

then they understood how it happened. They did not realized what they were doing. They

treated non-wave members like the Jews. Hitler didn’t like Jews because they were not

blonde and blue eyed but in this case, they didn’t like non-wave members because they

didn’t believe in the wave.

Therefore, the classroom experiment in ‘the wave’ really showed the history class how the

German Nazi’s could dominate all Germanns and carry out genocide on ‘the Jewish

problem.’






Scale

Genre: Language for

achieving

different

purposes













Introduction, three paragraphs of discussion, a quote from the novel and a conclusion are present. • conjunctions: Therefore • noun groups: The classroom experiment, Gordon High

School, The students • time, place, manner: Like the Nazis • layout: Handwritten in paragraphs with a line space

between paragraphs; quote is separated from the rest of the text through line spacing however no reference is made to the quote in the student’s discussion.

• reference items: The, all, their, so many of them, it, an, his,

they, this, themselves, many, Like the Nazis, them, that position

• vocabulary patterns: − synonyms/antonyms: out of order/ no discipline/ no

control, control/dominate, loosing (losing)/hopeless, save themselves/surviving

− words that go together: carry out − word sets: ‘the Jewish problem’, German Nazis,

genocide, history, Adolf Hitler persecuted, Jews, blonde and blue eyed; ‘The Great Depression,’ no food, unemployed, surviving

• conjunctions: Therefore, For example, And, • linking: and, so, but, then • binding: But since, because, even, since • relative clauses: the people that did not want to be in the

wave • projection: The classroom experiment in ‘the wave’ really

showed the history class how the German Nazis could dominate all Germans, to show how it really felt, they thought (that) they could give the wave a try, And many thought (that) joining Hitler was their last choice, The students did not understand how the Nazi’s (Nazis) could just turn their backs…, They did not realized (realise) what they were doing

• non-finite clauses: to do an experiment in his history class, to show how it really felt

9/10



Field: Language for

expressing

ideas and

experiences















The classroom experiment in ‘the wave’, the history class, the German Nazis, genocide, ‘the Jewish Problem’, Gordon High School, out of order, no discipline, their homework, so many of them, his history class, no other choice (but) to improve, their last option, ideas in (on) improving, unemployed, their last choice in surviving, the people that did not want to be in the wave, the Nazi’s case, non-wave members, not blonde and blue eyed Like the Nazis genocide, discipline, control, choice, last option, unemployed, blonde and blue eyed, non-wave members • action: showed, dominate, did, improve, tried, save,

joining, got, killed, treated, let • mental (sensing): thought, disliked, understand, realized,

like, believe, felt • relational: was, had, were, happened • verbal groups: could dominate, decided to do, kept

loosing (losing), would do, tried to get, did not want to be, be persecuted

• phrasal verbs: carry out, come in, give the wave a try, ran out of, turn their backs on, believe in

• phrase: But in the Nazi’s case, but in this case • dependent clause: Because so many of them did it, since

they ran out of ideas, But since the students got them in that position, because they were against non-wave members, because they were not blonde and blue eyed, because they didn’t believe in the wave

• when: never • where: in his history class, in the wave, in this case • how: really, at all, late, as their last option, just like ‘The

Great Depression,’ Like the Nazis, out of control, against non-wave members, like the Jews

turn their backs on, ran out of, carry out Nazis, the Jewish problem,’ ‘The Great Depression,’ Jews, persecuted, the wave, genocide, blonde and blue eyed, non-wave members, Gordon High School, Ben Ross • direct: Direct quote used and referenced by character

and page number but this is not directly or indirectly referred to in the student’s discussion.

10



Tenor:

Language for

interacting with

others






The text contains statements expressed in simple and complex sentences. This is appropriate for a discussion essay. • subjective: • objective: Objective tenor is maintained throughout the text. • certainty: could dominate, could give the wave a try, would do

anything, could just turn their backs • frequency: never • obligation: no other choice, let them be persecuted • inclination: didn’t like, did not want to be • feelings, attitudes: really, even, hopeless, just, not only

disliked, out of order, no discipline at all, no control, last choice

• cultural references: the wave, The Great Depression, the Jewish problem, Adolf Hitler, Ben Ross, Gordon High School

• idioms: turn their backs on, ran out of, carry out • names: Adolf Hitler, Ben Ross The writer assumes that the reader has read The Wave and is familiar with the themes, characters, plot and setting. The writer also assumes that the reader understands cultural references such as The Great Depression and the Jewish problem.

10/11

Mode:

Language for

creating spoken

and written texts













• abstractions: The classroom experiment in ‘the wave’ • conjunctions: But since the students got them in that position • cause: Because so many of them did it, But in the Nazi’s

case, Therefore, the classroom experiment in the ‘the wave’ • time, place, manner: Like the Nazis • non-human: Gordon High School, It (the wave) • human: Students, Ben Ross, The students, People, They (the

students), Hitler Sentences are foregrounded in a variety of ways which is appropriate for a discussion essay. Topic sentences have been used appropriately to foreground the content of the discussion however the introduction requires more detail and “The Wave” needs to be clearly defined to allow the reader to understand the connections the student has made with German Nazism. Similarly, ‘the Jewish problem’ needs to be defined and the quote from the novel needs elaboration. The connections the student has made are complex and sophisticated although the language used is less complex. • primary: showed, carry out, was, had • secondary: would come in, were doing Tense choices are appropriate in most cases and primary and secondary tenses are used accurately on most occasions. • active: mainly active voice • passive: the people that did not want to be in the wave was

(were) disliked, they were not only disliked, they were (to) killed; let them be persecuted

Active and passive voices used appropriately. Student demonstrates an understanding of how to use the passive voice, although on two occasions, passive voice is not constructed accurately. Handwriting is legible, spelling is generally accurate, commas used appropriately after rhetorical conjunctions and at the end of dependent clauses.

10



Gretel: PERSONAL REFLECTION (Oral Presentation Script)



Gretel: PERSONAL REFLECTION (Oral Presentation Script)

There are four gospels in the bible. Matthew, Mark, Luke and John. They all show a different

image of Jesus. Matthew, Luke and John are similar, while Mark is totally different.

In Mark they show a suffering Christ, for example, ‘The temptation of Jesus.’ He suffered

without nothing for forty days in the dessert. Even when the devil tempted him, he still didn’t

give in.

Also, in ‘The death of Jesus’ he died in the cross for us. He suffered just like us humans.

In my opinion, my image of Jesus in Mark is just a normal man. He does normal things like

work for his father, made friends and suffered. All humans suffer. He his showing us how to

get through our problems by going through it and doing something about it. For example,

‘Jesus stills a storm.’ The disciples all panicked and were afraid. Jesus then said ‘Why are

you afraid? Have you still no faith?’ To me Jesus is telling us to have faith in him and

everything would be alright.

Another example is ‘temptations to sin.’ He is telling us to cut our hand off if it causes you to

stumble. But he doesn’t mean it liturally. He his saying that if you do something bad, take it

away because its better having one hand than having two than go to hell. He his helping us

to live our life in a Christian way.

Therefore, my image of Jesus in the gospel of Mark is a normal man who suffered life like

humans. This shows in ‘the temptation of Jesus’ and ‘the death of Jesus’ It shows that Jesus

suffered in life and showed that we he got tnougth it which is how we should go through it.

IMAGE OF JESUS Year 10 Religion

TASK: You are to present before the class your personal image of Jesus.

CRITERIA: Your presentation must Include references to Mark's Gospel /7

Show an understanding of Jesus' words and actions /7

Be interesting and clear /6

COMMENT:



Evidence for Scaling Gretel: PERSONAL REFLECTION (Oral Presentation Script)



Scale

Genre: Language for

achieving

different

purposes






• non finite clauses • action verbs (in procedures): Slice, Boil • topic words: Antarctica, Pollution • initiate and close interactions: less formulaic,

formulaic expressions, gestures • ask and answer questions • participate in song, rhyme, chorus, reading builds cohesion: • reference items: my, it, they, him, the, this,








when, whenever, though • relative clauses: The Suez Canal, which was


demonstrate that… • non-finite clause: The team, having seen the



Text is written in paragraphs with an introduction, conclusion, and examples from the bible to support the author’s point of view. • conjunctions: Therefore, Also • noun groups: Another example • time, place, manner: In Mark, In my opinion • reference items: the, they, all, a, he, him, us, our, it,

something, nothing, me, you, everything, another example, we

• vocabulary patterns: − synonyms/antonyms: similar/different,

Jesus/Christ/a suffering Christ/a normal man − word sets: bible, gospels, Jesus, suffering,

temptation, devil, died, cross, disciples, faith, sin, hell, Christian

− classification: gospels: Matthew, Mark, Luke, John

− composition: bible: gospels • conjunctions: For example • linking: and • binding: while, if, but, because, than, when, by, like • relative clauses: a normal man who suffered life like

humans • projection: It shows that…, and showed that …, He his

(is) saying that…, • non-finite clause: to get through our problems by going

through it and doing something …, to have faith in him, to cut our hand off

10



Field: Language for

expressing

ideas and

experiences










look it up, put up with, put off, put out causal relations: • verbs: led to, brought on • nouns: the result of the floods • phrase: because of the heat • dependent clause: because the weather was






have shown


a different image of Jesus, a suffering Christ, a normal man, a Christian way, my image of Jesus in the gospel of Mark, a normal man who suffered life like humans, the temptation of Jesus, the death of Jesus better temptation, a suffering Christ, death, image • action: suffered, died, does, work, made, cut, take,

go, stumble, helping, live • mental (sensing): tempted, panicked • saying: telling, saying, said • relational: are, show, is were, have, be, causes,

mean • phrasal verbs: give in, get through, to have faith in • verbs: causes • phrase: for us • dependent clause: Even when the devil tempted him,

by going through it, because its (it’s) better, if you do something bad

• when: for forty days, in life, Even when the devil

tempted him, still, then • where: In Mark, in the dessert, in ‘The death of

Jesus,’ in (on) the cross, off, to hell, away, in ‘the temptation of Jesus’

• how: without nothing (anything), just like us humans, To me, alright, liturally (literally), better, in a Christian way, like humans

bible, gospels, the devil, Jesus, temptation, Christ, cross, disciples, hell, faith • direct: Jesus then said ‘Why are you afraid? Have

you still no faith? • reported: Jesus is telling us to have faith, He is telling

us to cut our hand off, He his (is) saying that if you do something bad

• direct: for example, ‘The temptation of Christ,’ in ‘The

death of Jesus,’ my image of Jesus in Mark, For example, ‘Jesus stills a storm,’ Another example is ‘temptations to sin’

11



Tenor:

Language for

interacting

with others





pronunciation, and other sound patterns • pronunciation of foreign words non verbal elements: • body language, eye contact, physical response appropriate tenor for the context

The text is written as a series of statements expressed in simple, compound and complex sentences. There are two questions which are quoted from the bible. • subjective: In my opinion, my image of Jesus, To me • objective: a different image of Jesus, they show a

suffering Christ • certainty: would (will) be alright • obligation: we should go through it • feelings, attitudes: totally different, suffering, even,

tempted, just, in my opinion, normal, panicked, afraid, still, faith, to me, better, bad

• idioms, humour: to cut our hand off if it causes you to stumble, got tnougth (through)

• names: Jesus, Christ, Matthew, Mark, Luke, John • cultural references: the bible Appropriately formal language is used consistently. There inconsistency in pronoun use. The student sometimes uses the inclusive pronouns we and us when referring to Jesus’ teachings and at other times chooses you e.g. “He is telling us to cut our hand off if it causes you to stumble.” The choice here needs to be consistent.

10/11

Mode:

Language for

creating

spoken and

written texts











• abstractions: There, In my opinion, This (my image of

Jesus) • conjunctions: Even when • cause: Even when the devil tempted him • time, place, manner: In Mark, For example, To me, • non-human: They (the gospels), Another example, It

(‘the temptation of Jesus’) • human: He (Jesus), All humans, The disciples, Jesus The student uses a variety of foregrounding techniques, with human participants used on many occasions. The text has a definite conclusion which summarises the content of the previous paragraphs. The introduction needs to be more specific in identifying and defining the topic of the presentation. The student uses references to the Bible to support the point of view presented and this is done effectively. The text would be more cohesive with the use of topic sentences to introduce each new point. • primary: are, show, suffered, is showing The student selects and constructs primary tenses accurately in most cases although some problems with the consistency of tenses are apparent. e.g. He does normal things like work for his father, made friends and suffered. Difficulties with the present continuous and future tense constructions are evident. active voice used appropriately

10




Scale 9

Scale 10

GENRE: Outcome 9.1 Communicates in a wide range of social situations and small range of educational genres and reflects on these in an informed way.

Outcome 10.1 Communicates in a wide range of social situations and a range of factual and literary genres and reflects on these in an elementary way.

Text in Context

• reflects on purpose, structure and common features of personal and biographical recounts, narratives, procedures, descriptive reports, explanations, arguments and summaries

• constructs elementary genres with number of stages or series of events: explanations, short factual texts, arguments, story genres

• demonstrates understanding of link between purpose, structure and major language features of factual genres

• constructs longer, more complex factual genres: arguments, recounts, explanations

• constructs simple multimodal texts: webpage • constructs longer story genres • awareness of variations in story genres: evaluation and

coda stages in narratives • compares folk tales with Dreaming stories

Language

• foregrounds time and place in recounts; time, place and manner in procedures

• uses subheadings in a report • uses a new line to indicate change of speaker in

dialogue • uses a wide range of binding conjunctions to form

complex sentences • uses a small range of relative pronouns • uses narrow range of conjunctions to join sentences or

paragraphs • uses reference items appropriately in longer, more

complex factual genres • uses a small range of synonyms and antonyms

• uses alternative grammatical elements to avoid repetitiveness

• begins to use rhetorical questions in oral arguments • forms complex sentences using wider range of binding

conjunctions • uses relative pronouns with greater choice and

accuracy • uses a wider range of conjunctions to join sentences or

paragraphs • uses small sets of synonyms and antonyms • chooses a wider range of vocabulary based on

composition • chooses a wider range of vocabulary based on

classification FIELD

Outcome 9.2 Understands and uses common vocabulary that constructs everyday, non-technical fields and is developing tentative control of technical fields.

Outcome 10.2 Understands and uses a range of vocabulary that constructs everyday, non-technical fields and is developing greater control of technical fields.

Text in context

• communicates confidently about familiar fields • demonstrates greater understanding of vocabulary

beyond immediate personal and school experiences • able to make more delicate meaning from a small range

of vocabulary • constructs simple descriptive texts about less familiar

topics • demonstrates understanding of other perspectives and

ideas when arguing

• communicates confidently about less familiar fields • maintains a consistent level of technicality, clumsy at

times, using a wider range of vocabulary • begins to tell and write more elaborate and complex

narrative texts • begins to incorporate other perspectives and ideas in

arguments • deals with poems, allegories, legends and newspaper

articles mainly at literal level

Language • uses verbs expressing mental processes • extends noun groups • uses phrases expressing the means used in an action • expands noun groups by using a more delicate choice

of describer, classifier and qualifier • identifies key vocabulary in unfamiliar texts, able to

construct simple summary • understands a wide range of nominalisations and uses

a small range • uses direct speech and simple reported speech with a

good degree of accuracy

• begins to make more delicate choices in using verbs expressing action processes

• begins to make more delicate choices in noun groups expressing the participants

• uses phrases expressing the manner of an action • expands noun groups by using more delicate choices of

describers, classifiers and qualifiers • chooses from a wider range of vocabulary to recount,

summarise or paraphrase • uses technical and everyday meanings of a small range

of common words • uses a small range of technical nominalisations • uses direct and reported speech confidently and

accurately




Scale 9

Scale 10

TENOR

Outcome 9.3 Constructs spoken and written texts confidently in a small range of contexts, particularly familiar contexts, and is developing control in a small range of more formal contexts.

Outcome 10.3 Constructs texts confidently in a range of contexts, particularly familiar ones, is developing control in a range of more formal contexts and begins to reflect critically on the texts and contexts.

Text in context

• uses a wider range of language choices for invitations, welcomings, introductions and thanking guest speakers

• relies on collaboratively constructed models for formal language

• uses a wide range of language elements when expressing a point of view

• maintains appropriate tenor in short written or spoken factual texts

• begins to use with some confidence a narrow range of common colloquialisms or idioms

• able to adjust speaking to communicate with unfamiliar adults in a formal context

• discusses in simple ways and for a narrow range of texts how visual images and language construct stereotypes, bias and prejudice

• reflects in more explicit ways on the choice of non verbal resources

• interacts confidently in casual conversation in a wide range of situations

• understands more clearly how the same language choices vary interpersonally depending on the situation

• chooses language beyond narrow formulaic models for more formal contexts

• expresses an opinion appropriately • begins to speak or write from another point of view • maintains the appropriate tenor in longer texts • uses with some confidence a small range of common

colloquialisms and idioms • discuss in simple ways and for a small range of texts

how visual images and language construct stereotypes, bias and prejudice

Language • uses a wider range of language expressing modality when interacting with peers and known adults with a greater degree of success

• uses a range of simple forms of language expressing modality in more formal contexts, with a greater degree of accuracy

• begins to reflect critically on appropriate choice of commands and language expressing modality

• chooses confidently from a range of synonyms to maintain appropriate tenor

• chooses a narrow range of colloquialisms and idioms • understands how meanings are varied by changing

intonation, tone, volume and emphasis in a narrow range of texts

• stresses the appropriate syllable in words

• begins to reflect critically on interpersonal choices, being assertive rather than aggressive

• aware that the degree of obligation depends on who says it to whom

• uses a range of simple forms of language expressing modality with a greater degree of accuracy

• chooses more delicately from a range of synonyms appropriate to the tenor of the context

• begins to identify how meanings can be made either subjectively or objectively

• identifies and uses variation in intonation, tone, volume, pacing and emphasis

• pronounces most known words accurately and stresses appropriate syllable

• can predict quite accurately how unfamiliar words are pronounced

MODE

Outcome 9.4 Identifies and compares with some confidence a range of features of spoken, written and visual texts, and generally constructs a range of short coherent texts.

Outcome 10.4 Identifies and discusses confidently and critically a range of features of texts, and constructs a wide range of short coherent texts.

Text in context

• identifies the patterns in what is foregrounded in a genre

• uses a small range of alternative language elements to foreground in a narrow range of genres

• communicates more confidently with other media for a simple text given support and time to plan

• identifies and discusses with some confidence meanings made in a range of multimodal texts

• demonstrates a tentative critical understanding of cultural references

• begins to have control over what is foregrounded in a genre, and organises text accordingly

• constructs longer and more complex texts using other media, still requiring scaffolding


• demonstrates a critical understanding of a narrow range of cultural references in multimodal texts

Language • foregrounds less simple, repetitive patterns • foregrounds phrases of time and place on more than

one occasion in a recount • foregrounds not only the topic in a report • foregrounds with some confidence non-human

elements in factual genres • understands that changes in grammar may be required

when changing what is foregrounded • organises texts in longer, logically ordered paragraphs • foregrounds appropriately in independent constructions

of explanations and arguments • demonstrates developing control, with support, of links

between intonation patterns and punctuation

• foregrounds simple phrases of manner, place or time in genres such as procedures

• foregrounds simple dependent clauses in narratives • begins to foreground causal elements in explanations

and discussions • foregrounds confidently non-human elements in factual

genres • organises with some confidence in increasingly

complex, logically ordered paragraphs • chooses correct grammar most of the time when what is

foregrounded requires it • understands better the relationship between intonation

and punctuation • uses commas appropriately some of the time




GENRE: Egor and Pablo use a narrow range of conjunctions to join sentence or paragraphs in their texts. (Scale 9) Gretel uses a wider range of cohesive conjunctions as well as reference items that refer to large segments of text. (Scale 10) FIELD: Egor, Pablo and Gretel all expand their noun groups using complex qualifiers. (Scale 10) TENOR: Egor and Pablo use a range of simple forms of language expressing modality. (Scale 9) Gretel uses a greater range of language expressing modality (Scale 10) Egor, Pablo and Gretel all use subjective and objective language to express their points of view. (Scale 10) MODE: Pablo demonstrates developing control of the links between intonation and punctuation and uses commas for lists. (Scale 9) Gretel understands better the relationship between intonation and punctuation and uses commas appropriately, when rhetorical conjunctions and dependent clauses are foregrounded. (Scale 10)



Sophie : Discussion Essay

Question: Why did Amy and Laurie react differently to the Wave? Amy and Laurie did react differently towards The Wave. Even though Amy and Laurie are

best friends there is a lot of competing with each other. Laurie has always been more popular and just

a little bit more smarter then Amy. Amy is a bit jelous of Laurie and she will do anything to be better

then her.

Laurie Sanders, a “pretty girl with light brown hair” is an individual. Amy Smith, a “petite girl

with thick curly hair” is a follower. As more then half the school join The Wave Amy thinks that this is

how she will become more popular. Laurie dosen’t. Laurie thinks that it is not individiual and that if you

join the wave you are not independent. The only thing that disturbs Laurie is that “so many kids in her

class are allowing themselves to get caught up in something so immature.” Laurie dosen’t understand

how Amy, “someone who is so bright” is taking The Wave seriously (pg59).

On the other hand, Amy thinks that The Wave is excellent. It is all about equality. Everyone

who is involved in the Wave is equal and everyone is treated the same. Amy who is trying to be better

then Laurie thinks that The Wave will make her more popular. Amy is the follower and because The

Wave is popular she thinks that she will be too. When Laurie approaches Amy (pg 79) to tell her the

truth about The Wave Amy thinks it is just because Laurie broke up with her boyfriend David. Laurie

does try to persuade Amy that The Wave is bad but Amy does not listen. Laurie asks Amy why she

wants to be a part of it, Amy answers “It means that nobody is better then anyone else for a change”.

This is the way Amy thinks.

In conclusion Amy and Laurie react differently to The Wave as Amy is a follower and thinks it

is better for the school. But Laurie is an individual and thinks that “the wave” is not independent, it just

takes over peoples minds.

Are you a follower or an individual? Would you turn against your best friend?



Evidence for Scaling Sophie: DISCUSSION ESSAY


Scale

Genre: Language

for

achieving

different

purposes













Text is written in paragraphs with an attempted introduction, two paragraphs of discussion and a conclusion present. • rhetorical questions: Are you a follower or an

individual? Would you turn against your best friend? • conjunctions: On the other hand, In conclusion • noun groups: Amy and Laurie, Laura Sanders, a

“pretty girl with light brown hair” • layout: Handwritten with essay question stated at the

top of the page. • reference items: the, a, each other, she, her, an, this,it,

you, thing, themselves, something so immature, someone, Everyone, your, nobody, anyone

• vocabulary patterns: − synonyms/antonyms: individual/follower,

individual/independent, equal/equality/the same − words that go together: turn against, take over,

react differently − word sets: school, class

• linking: and, but • binding: Even though, because, when, if, as • relative clauses: Amy, “someone who is so bright,”

Amy who is trying to be better then (than) Laurie • non-finite clauses: to be better then (than) her, to tell

her the truth about The Wave • projection: Amy thinks that this is how she will become

more popular, Laurie thinks that it is not individual and that if you join the wave you are not individual, The only thing that disturbs Laurie is that “ so many kids … immature,” Laurie dosen’t (doesn’t) understand how Amy … seriously, (frequent use of projection through mental processes)

11



Field: Language

for

expressing

ideas and

experiences















Laura Sanders, a “pretty girl with light brown hair,” Amy Smith, a “petite girl with thick curly hair,” more then (than) half the school, The only thing that disturbs Laurie, the way Amy thinks, a bit jelous (jealous), all about equality, the truth about The Wave, Everyone who is involved in the Wave, more popular, a little bit more smarter, better, excellent, more than half individual, a follower, equality, a lot of competing (competition) • action: join, do, approaches, involved, treated, make • mental (sensing): react, think, disturbs, understand,

listen • saying: to tell, answers • relational: are, has, been, to be, is, become, means • verbal groups: trying to be, try to persuade, wants to

be • phrasal verbs: to get caught up, broke up, takes over,

turn against • phrase: for the school • dependent clause: Even though Amy and Laurie are

best friends, As more then(than) half the school join The Wave, if you join the wave, because The Wave is popular, But Laurie is an individual

• when: When Laurie approaches Amy • how: differently, against, seriously, for a change • with whom: with each other, with her boyfriend David get caught up in, broke up with The Wave, equal, equality, Laurie, Amy, David, follower, individual, independent • direct: Amy answers “It means that nobody is better

then (than) anyone else for a change” • indirect: “It means that … change,” This is the way

Amy thinks. Quotes from the novel are used appropriately and referenced by page number.

11



Tenor:

Language for

interacting

with others






Statements are used to discuss the essay question and two rhetorical questions are used in the conclusion. • consistently objective through the use of 3rd person • certainty: Would you • frequency: always, a lot of • inclination: wants to be • feelings, attitudes: just, bad, better, excellent, best friends,

popular, smarter, jealous, immature, bright, disturbs, only, truth, seriously

• idioms: to get caught up in • names: David, Amy, Laurie The writer is positioned as an authority on the subject and this is appropriate. The third person has been used effectively to describe the characters’ thoughts and actions from an objective point of view and this is also appropriate for a discussion essay. The conclusion demonstrates that the student is beginning to understand how rhetorical questions can engage the interest of the audience.

11

Mode:

Language for

creating

spoken and

written texts













• abstractions: The only thing that disturbs Laurie • cause: As more than half the school • time, place, manner: When Laurie approaches Amy, But

Laurie is an individual • non-human: This (the way Amy thinks), It (The Wave) • human: Amy and Laurie, Laurie, Amy, Everyone who is

involved in the Wave Human elements are foregrounded in most instances and this is appropriate for the genre and the specific essay question. Introduction is present although it could introduce the discussion more clearly. Similarly, topic sentences only introduce the content of two paragraphs. • primary: mainly simple present, past and future • secondary: some past continuous Choices and construction of tenses are accurate and appropriate for a discussion essay. Active and passive voices used appropriately and accurately. Handwriting legible, spelling and punctuation are accurate with some minor problems with punctuation of direct speech.

11/12



Sophie: PERSONAL REFLECTION

(Oral Presentation Script)

IMAGE OF JESUS Year 10 Religion

TASK: You are to present before the class your personal image of Jesus.

CRITERIA: Your presentation must Include references to Mark's Gospel /7

Show an understanding of Jesus' words and actions /7

Be interesting and clear /6

COMMENT:

Religion Oral How I see Jesus

Everyone sees Jesus in a different way, physically and what he is like in the inside. Not he's guts and blood bus he's feelings and emotions. Today I am going to tell you what I think Jesus is like in the inside. To me Jesus is just like a normal man. Even though he may have different qualities I believe that he is like an everyday man.

Jesus is a special man. Throughout the gospel of Mark He has achieved a great number of things. Jesus was a helping man and even now after he has died and risen he is still a huge help to many people. Today people turn to Jesus when times get tough. They ask Jesus for help and for forgiveness. Jesus does not directly give people help but he helps lead them to it. In the gospel of mark chapter 1: 29-34 " Jesus heals many at Simon's house". During this section Jesus heals Simon's mother in-law who had a fever. Today if a loved one is lying in hospital bed or if they are sick that person often turns to Jesus to help the sick persons get over or overcome their sickness no matter hoe serious it is.

Jesus was a very kind man. Kind enough to heal a paralytic, chapter 2: 1-12. When Jesus was around people did not go near the sick people especially those who were paralytics.

Even though Jesus was able to perform these miracles, I still believe that he was the same as a normal man. I believe this as just before Jesus died, chapter 15: 33-41, he yells out " My God, My God, why have you forsaken me?" This truly means he was normal not a magical person that can save himself and others from anything bad that may happen in the world. In conclusion to me Jesus was a normal men, he was a kind man, a loving man, a caring man and a truthful man. Jesus is a man that will always be there for me through the good times and the bad times… Thankyou. 350 words.




Sophie: PERSONAL REFLECTION (Oral Presentation Script



Scale

Genre: Language

for

achieving

different

purposes

















results demonstrate that… • non-finite clause: The team, having seen

the results, felt…; Having seen the results, the team…


The text is a script for an oral presentation that was submitted for assessment. It has a title which introduces the topic of the oral presentation and the first paragraph also performs this function. A series of statements about the topic follows with references to the Bible. Conclusion and thank you to the audience are also present. • conjunctions: Even though, In conclusion • noun groups: Everyone • time, place, manner: To me, In the gospel of Mark • cause: Even though Jesus was able to perform these

miracles • topic words: Jesus • reference items: Everyone, a, he, the, he’s (his), I, you,

they, them, it, many, a loved one, that person, the sick person(s), their, those, these, this, himself, others, anything, me, there

• vocabulary patterns: − synonyms/antonyms: Jesus/a normal man/ an

everyday man/ a special man/ a helping man/ a very kind man/the same as a normal man/ a kind man/a loving man/ a caring man/a truthful man, physically/in the inside, feelings/emotions, think/believe, died/risen, good times/bad times

− words that go together: no matter, the good times and the bad times

− word sets: hospital bed, sick, sickness, serious, heal, paralytics, fever

− classification: sick people: paralytics • linking: and, but, or • binding: even though, after, when, if, as • relative clauses: Simon’s mother in-law who had a

fever, those who were paralytics, not a magical person that can save himself, a man that will always be there for me

• projection: I am going to tell you what, I believe that, I still believe that

• non-finite clause: to help Written assessment task provided with instructions and assessment criteria.

11



Field: Language

for

expressing

ideas and

experiences
















have shown


what he is like in the inside, Not he’s (his) guts and blood bus (but) he’s (his) feelings and emotions, different qualities, an everyday man, a special man, the gospel of Mark, a great number of things, a helping man, a huge help to many people, the gospel of mark chapter 1: 29-34, Simon’s mother in-law, a loved one, the sick person(s) their sickness, a very kind man, those who were paralytics, these miracles, the same as a normal man, a magical person that can save himself and others from anything bad that may happen in the world, a normal men (man), a kind man, a loving man, a caring man and a truthful man, a man that will always be there for me just like, kind enough to heal a paralytic, the same miracles, feelings, emotions, a loved one, sickness, paralytic, forgiveness • action: achieved, died, risen, turn, give, heals, lying,

help, overcome, go, save • mental (sensing): sees, think, believe, forsaken • saying: tell, ask • relational: is, have, get, happen, means • verbal groups: am going to tell, helps lead, able to

perform • phrasal verbs: get over, yells out, be there for • phrase: for help and forgiveness • dependent clause: when times get tough, if a loved one

is lying in a hospital bed or if they are sick, Even though Jesus was able to perform these miracles, as just before Jesus died

• when: Today, even now, still, after he has died, During

this section, often, When Jesus was around, just before, through the good times and the bad times

• where: in (on) the inside, Throughout the gospel of Mark, to Jesus, to it, In the gospel of Mark, at Simon’s house, in (a) hospital bed, near the sick people

• how: in a different way, physically, just like a normal man, like an everyday man, directly

gospel, Jesus, Mark, miracles, heal, died and risen, forgiveness, My God, paralytic • direct: he yells out “My God, My God, why have you

forsaken me?” • reported: They ask Jesus for help and for forgiveness • direct: In the gospel of mark chapter 1: 29-34 “ Jesus

heals many at Simon’s house”. • indirect: Throughout the gospel of Mark, Kind enough

to heal a paralytic, chapter 2: 1-12

11



Tenor:

Language for

interacting

with others







The presentation script is a series of statements expressed in simple and complex sentences. • subjective: To me, I believe • objective: Today people turn to Jesus • certainty: I think, may have, may happen • frequency: still, often, through the good times and the bad

times, always • feelings, attitudes: just, normal, everyday, special, a great

number of things, tough, still, even, help, forgiveness, directly, lying in (a) hospital bed, serious, kind enough, especially, truly, no matter, loving, caring, truthful

• idioms, humour: the good times and the bad times, guts, a huge help, a loved one, be there for me

• names: Jesus, Simon, Mark, My God • cultural references: Jesus, the gospel of Mark, Simon’s

house, God The student has used an informal and subjective tenor which is appropriate for a personal reflection although the use of ‘guts and blood’ is a less delicate choice for a formal presentation.

11

Mode:

Language for

creating

spoken and

written texts


other hand, … • phrases and dependant clauses of cause • phrases and dependent clauses of time,









• abstractions: In conclusion • cause: Even though he may have different qualities, Even

though Jesus was able to perform these miracles • time, place, manner: Today, To me, Throughout the gospel

of Mark, In the gospel of mark chapter 1: 29-34, During this section, When Jesus was around

• non-human: Not he’s (his) guts and blood, This (Jesus’ cry),

• human: Everyone, Jesus, They (people), I Sentences have been foregrounded in a variety of ways, though with limited foregrounding of abstractions which would be more appropriate. Circumstances of location in time are used appropriately to make comparisons between modern times and Jesus’ life and actions. Personal pronouns foreground the student’s personal opinion and references to sections of the Bible are appropriately introduced. The text well organised with an elementary introduction and conclusion and appropriate elaboration of each statement made. The language is very simple and generally accurate. The text inappropriately moves between spoken and written modes • primary: mainly present, simple past and some future • secondary: has achieved, has died, risen (not used

appropriately) Choice of tenses is accurate and appropriate in most cases although some difficulties with the use and construction of secondary tenses are evident. Active voice used as is appropriate when describing actions giving personal opinions.

11




Scale 10 Scale 11 GENRE: Outcome 10.1

Communicates in a wide range of social situations and a range of factual and literary genres and reflects on these in an elementary way.

Outcome 11.1 Communicates confidently in a range of social situations and a wide range of factual and literary genres and reflects on these in a more informed way.

Text in Context

• demonstrates understanding of link between purpose, structure and major language features of factual genres

• constructs longer, more complex factual genres: arguments, recounts, explanations

• constructs simple multimodal texts: webpage • constructs longer story genres • awareness of variations in story genres: evaluation and

coda stages in narratives • compares folk tales with Dreaming stories

• demonstrates a good understanding of link between purpose, structure and major language features of factual genres

• constructs a wide range of factual genres expected in the various learning areas

• analyses and combines information from more than one source in constructing well organised, longer and complex examples of factual genres

• begins to use variations in story genres • incorporates evaluation and flashback in narratives • constructs poetry and dialogue more independently

Language

• uses alternative grammatical elements to avoid repetitiveness

• begins to use rhetorical questions in oral arguments • forms complex sentences using wider range of binding

conjunctions • uses relative pronouns with greater choice and

accuracy • uses a wider range of conjunctions to join sentences or

paragraphs • uses small sets of synonyms and antonyms • chooses a wider range of vocabulary based on


classification

• foregrounds phrases and dependent clauses in a range of genres

• uses diagrams, pictures, headings and subheadings in reports

• uses a small range of alternatives to conjunctions to organise formal oral and written texts

• uses rhetorical questions in an argument • forms complex sentences using the range of binding

conjunctions • uses relative pronouns confidently and accurately • uses confidently conjunctions to join sentences or

paragraphs • uses with some confidence text reference items • chooses from a wider range of synonyms • chooses from a wider range of antonyms • chooses a wider range of vocabulary based on


classification

FIELD

Outcome 10.2 Understands and uses a range of vocabulary that constructs everyday, non-technical fields and is developing greater control of technical fields.

Outcome 11.2 Understands and uses a wide range of vocabulary that constructs everyday, non-technical fields and has developed greater control of a small range of technical fields.

Text in context

• communicates confidently about less familiar fields • maintains a consistent level of technicality, clumsy at

times, using a wider range of vocabulary • begins to tell and write more elaborate and complex

narrative texts • begins to incorporate other perspectives and ideas in

arguments • deals with poems, allegories, legends and newspaper

articles mainly at literal level

• communicates with increasing confidence about a wider range of fields, both technical and non-technical

• maintains a consistent level of technicality by choosing from a wider range of vocabulary

• incorporates with some confidence other perspectives and ideas in arguments

• begins to construct more confidently narrative texts which construct a more elaborate and complex world

• understands a narrow range of texts making meanings beyond a literal level

Language • begins to make more delicate choices in using verbs

expressing action processes • begins to make more delicate choices in noun groups

expressing the participants • uses phrases expressing the manner of an action • expands noun groups by using more delicate choices of

describers, classifiers and qualifiers • chooses from a wider range of vocabulary to recount,

summarise or paraphrase • uses technical and everyday meanings of a small range

of common words • uses a small range of technical nominalisations • uses direct and reported speech confidently and

accurately

• makes more delicate choices of verbs expressing action processes

• makes more delicate choices in noun groups expressing the participants

• uses phrases expressing the manner of an action • expands noun groups by using more delicate choices of

describers, classifiers and qualifiers • constructs technical fields by using technical verbs

expressing action processes • constructs technical fields by using technical noun

groups expressing the participants • uses technical phrases expressing the cause of an

action • chooses from a wider range of vocabulary to recount,

summarise or paraphrase • uses with some confidence the varied technical and

everyday meanings of a range of common words • uses with accuracy verbs expressing cause




Scale 10

Scale 11

TENOR

Outcome 10.3 Constructs texts confidently in a range of contexts, particularly familiar ones, is developing control in a range of more formal contexts and begins to reflect critically on the texts and contexts.

Outcome 11.3 Constructs texts confidently in familiar contexts, has increased control in a range of more formal contexts and reflects critically with some confidence on the texts and contexts.

Text in context

• interacts confidently in casual conversation in a wide range of situations

• understands more clearly how the same language choices vary interpersonally depending on the situation

• chooses language beyond narrow formulaic models for more formal contexts

• expresses an opinion appropriately • begins to speak or write from another point of view • maintains the appropriate tenor in longer texts • uses with some confidence a small range of common

colloquialisms and idioms • discuss in simple ways and for a small range of texts

how visual images and language construct stereotypes, bias and prejudice

• chooses with some confidence a wider range of expressions, beyond the formulaic, for more formal contexts

• expresses own viewpoint • speaks or writes with limited confidence from another’s

viewpoint • maintains the appropriate tenor in informal and a range

of more formal contexts • uses with some confidence a range of common

colloquialisms or idioms • reflects critically, with some confidence and for a small

range of texts, on how visual images and language construct stereotypes, bias and prejudice

Language • begins to reflect critically on interpersonal choices,

being assertive rather than aggressive • aware that the degree of obligation depends on who

says it to whom • uses a range of simple forms of language expressing

modality with a greater degree of accuracy • chooses more delicately from a range of synonyms

appropriate to the tenor of the context • begins to identify how meanings can be made either

subjectively or objectively • identifies and uses variation in intonation, tone, volume,

pacing and emphasis • pronounces most known words accurately and stresses

appropriate syllable • can predict quite accurately how unfamiliar words are

pronounced

• reflects critically, with some confidence, on interpersonal choices, taking into account body language, tone and volume

• understands that the degree of obligation depends on who says it to whom

• uses a greater range of simple forms of modality • chooses with greater confidence, with known people, a

small range of more indirect language • chooses more delicately from a range of synonyms

appropriate to the tenor of the context • chooses a range of colloquialisms or idioms • begins to use subjective and simple objective

expressions of modality • identifies and uses intonation, tone, volume, pacing and

emphasis accurately and appropriately most of the time • pronounces most known words clearly and stresses the

appropriate syllable • can predict how unfamiliar words are pronounced

MODE

Outcome 10.4 Identifies and discusses confidently and critically a range of features of texts, and constructs a wide range of short coherent texts.

Outcome 11.4 Identifies and discusses critically and technically the major features of a range of texts, and constructs a range of longer coherent texts.

Text in context

• begins to have control over what is foregrounded in a genre, and organises text accordingly

• constructs longer and more complex texts using other media, still requiring scaffolding


• demonstrates a critical understanding of a narrow range of cultural references in multimodal texts

• understands clearly that what is foregrounded in a genre is meaningful, and organises text accordingly

• uses more complex language elements to foreground in a small range of genres

• constructs longer and more complex texts using other media

• identifies and discusses critically and technically with some confidence the meanings made in a small range of multimodal texts

Language • foregrounds simple phrases of manner, place or time in

genres such as procedures • foregrounds simple dependent clauses in narratives • begins to foreground causal elements in explanations

and discussions • foregrounds confidently non-human elements in factual

genres • organises with some confidence in increasingly

complex, logically ordered paragraphs • chooses correct grammar most of the time when what is

foregrounded requires it • understands better the relationship between intonation

and punctuation • uses commas appropriately some of the time

• foregrounds phrases of manner in procedures • foregrounds phrases of place or time in narratives • uses dependent clauses or phrases of cause • foregrounds appropriately in explanations and

taxonomic reports • foregrounds confidently generalised noun groups in

factual genres: explanations, arguments and reports • constructs more complex topic sentences and

introduction in arguments and discussions • begins to use rhetorical questions in written texts • demonstrates with support greater control of speech

marks, commas and apostrophes for basic contractions and possession



SOME KEY DIFFERENCES BETWEEN SCALE 10 AND SCALE 11

AS EVIDENT IN THE STUDENTS’ SETS OF EVIDENCE

GENRE: Gretel and Sophie both appropriately use a range of cohesive resources in their reflections and discussions. Gretel uses small sets of synonyms and antonyms. (Scale 10) Sophie uses a wider range of synonyms and antonyms. (Scale 11) FIELD: Gretel and Sophie both use a range of vocabulary, expanded nominal groups and phrases expressing the manner of actions. (Scale 10) Sophie makes more sophisticated choices in her use of action processes and circumstances of manner. (Scale 11) TENOR: Both construct texts confidently and appropriately for the tenor. Gretel demonstrates understanding of non-literal meanings. (Scale 10) Sophie also demonstrates this understanding and uses more colloquialisms and idioms. (Scale 11) MODE: Gretel and Sophie are both able to construct longer coherent texts. (Scale 11) Gretel chooses appropriately most of the time what to foreground in her texts so that they are coherent, (Scale 10) although she assumes that the reader understands some of her references, without making these explicit. Sophie demonstrates a greater control of foregrounding techniques, by constructing more complex introductions and topic sentences. (Scale 11)



Rose : DISCUSSION ESSAY

Why did Amy and Laurie react differently to The wave? Refer to concepts such as equality and individualism in your response. Although Laurie Saunders and Amy Smith are best friends they both have exteremly different

personalities. The two girls are competitive of each other to do and be better or to keep up to

the other’s level. They both have different values and views of life. Although they may have

some things in common such as being friends they also have many differences.

Laurie Saunders was against “the wave.” She dissaproved of it and choose not to take part.

Mainly this is because Laurie is more of an individual. She does not go along with things just

for the sake of it and because everyone else did it. She choose that instead of following the

wave to go against it because she followed her beliefs. On the other hand Amy choose to

follow the wave and go with the crowd. In a way Amy could have though of it as a way that

she could be better than Laurie. Amy strived to be better than Laurie although she was not as

much individual as Laurie was. An example of this is the fact that Amy chooses to smoke

where as Laurie is against it and instead chews on the end of her pen.

Although the two girls get along well there is alot that they do not have in common. One of

the reasons for this is because of the competition between each other. This is described in

the book. ‘Ever since Laurie had started dating David, Amy had wanted to date a football

player too. It sometimes bothered Laurie that underlying their friendship was a constant

competition for boys, grades, popularity, almost every thing one could compete for. Even

though they were best friends, that constant competition somehow prevented them from

being really close’ (p 22). This affected the different reactions from the girls of the wave

greatly.

In conclusion just because the two girls are best friends it does not mean they think or act

alike. They are two very different people which is why the wave affected them both in

different ways, they do not have the same mentality. In my opinion even the best of friends

will not always be there for you, Nevertheless Sometimes it is also an advantage of having

friends that are different to you because you can also see situations from thier point of view

and not only your own.




Rose: DISCUSSION ESSAY


Scale

Genre: Language

for

achieving

different

purposes


cause of the increase, One main argument, • phrases and dependent clauses of time, place,

manner: Born in 1898 • phrases and dependant clauses of cause: As a

result of the rain; • non finite clauses • topic words: Antarctica, Pollution • action verbs (in procedures): Slice, Boil • layout: subheadings, pictures, diagrams builds cohesion: • reference items: my, it, they, him, the, this,


− synonyms/antonyms − words that go together: lodge a complaint − word sets: gene, inherit, hereditary, dominant,

recessive − classification: teeth: canines, molars. − composition (whole part): tooth: enamel.

• conjunctions to join sentences or paragraphs of

a text: However, Therefore, Hence, Conversely, In fact

joins clauses to expand information: • linking conjunctions: and, but, so, and then • binding conjunctions: because, if, since, when,




Introduction, two paragraphs of discussion and conclusion present. • conjunctions: In conclusion • noun groups: Laurie Saunders • cause: Although the two girls get along well,

Although Laurie Saunders and Amy Smith are best friends

• reference items: they, The two girls, each other, the

other’s level, They both, some things, she, it, things, everyone else, her, this, her, One of the reasons for this, them both, my, you, thier (their), your own

• vocabulary patterns: − synonyms/antonyms: follow/go against, in

common/differences, against/dissaproved (disapproved)/ not go along, follow/go with the crowd, different/alike/same

− words that go together: best friends, follow the crowd, take part, go along, for the sake of it, get along, the best of friends, be there for, point of view

− word sets: personalities, values, views of (on) life, individual, beliefs, mentality, competitive, competition

• conjunctions: On the other hand, Nevertheless, An example of this

• linking: and, or • binding: Although, such as, because, instead, where

as (whereas), and because • relative clauses: friends that are different to you, two

very different people which is why the wave affected them both in different ways, She choose (chose) that instead of following the wave, the fact that Amy chooses to smoke

• non-finite clauses: to do and be better, to keep up with the other’s level, being friends, instead of following the wave, an advantage of having (to have) friends that are different to you, to be better than Laurie

12



Field: Language

for

expressing

ideas and

experiences

noun groups: • numbers, describers, classifiers, qualifiers: a

book, the pencil*, the children in the water, the children living in the city, The medical discovery that has had the most impact





represents, means • verbal groups: want to play • phrasal verbs: fell in with the wrong crowd, look

it up, put up with, put off, put out causal relations: • verbs: led to, brought on • nouns: the result of the floods • phrase: because of the heat • dependent clause: because the flood was bad

circumstances and clauses: • when: when he arrived • where: at the sign • how: carefully, like a leopard • with whom, what: with his friend






exteremly (extremely) different personalities, the other’s level, different values and views of life, some things in common such as being friends, a way that she could be better than Laurie, not as much individual as Laurie, the fact that Amy chooses to smoke, the end of her pen, alot (a lot) that they do not have in common, One of the reasons for this, the competition between each other, the different reactions from the girls of (to) the wave better, best, not as much … as, more differences, beliefs, values, views, reasons, competition, reactions, mentality, point of view • action: do, followed, smoke, chew, affected, act, see • mental (sensing): disapproved, choose (chose),

though (t), think • relational: are, have, being, was, is, be, mean • verbal groups: strived to be • phrasal verbs: to keep up to (with), to take part, to

go along with, to go against, be there for • verbs: affected • phrase: for you, for the sake of it, One of the

reasons for this • dependent clause: Although Laurie Saunders and

Amy Smith are best friends, Although they may have some things in common such as being friends, because Laurie is more of an individual, and because everyone else did it, because she followed her beliefs, although she was not as much (of an) individual as Laurie was, Although the two girls get along well, because of the competition between each other, just because the two girls are best friends, because you can also see situations from thier (their) point of view

• when: Sometimes, not always • where: to the other’s level, on the end of her pen, in

the book • how: better, in common, against, better than Laurie,

not as much (of an) individual as Laurie, In a way, well, greatly, alike, in different ways, different to you, from thier (their) point of view, (from) your own

• with whom: with the crowd go with the crowd, be there for you The Wave, Laurie, Amy, individual, common, differences, competitive, competition • direct: This is described in the book. (Followed by

long quote)

12



Tenor:

Language for

interacting

with others


might be able to, possibility • frequency: always, typical, tendency • obligation: must, necessarily, they forced, demand • inclination: like, willing, preference interpersonal meanings: • attitude, feelings: beautiful, prefer, excellent,



The text contains statements expressed in simple and complex sentences. This is appropriate for a discussion essay. • subjective: In my opinion (only used once in the

conclusion – all other statements are made objectively)

• certainty: may have, In a way, could be better, will not,

can see • frequency: Mainly, always, sometimes • feelings, attitudes: not only, just, exteremly (extremely)

different, better, against, disapproved, strived, get along, greatly, alike, advantage, even

• idioms, humour: for the sake of it, go with the crowd • cultural references: The wave • names: Laurie Saunders, Amy Smith, David The writer assumes that the teacher as the reader has contextual knowledge and consequently, “The Wave” is not defined or described. The writer is positioned as an authority on the text which is appropriate for a discussion essay.

11/12

Mode:

Language for

creating

spoken and

written texts

foregrounding: • abstractions: The destruction of the habitat • conjunction in second place: Success, on the other

hand, … • phrases and dependant clauses of cause • phrases and dependent clauses of time, place,

manner including consecutive phrases time, place • non-human elements: The lathe, Koalas • human elements: specific We, general People • action verbs: Draw appropriateness of foregrounding coherence: • construction of introduction, topic sentences and

conclusion, and the links between them primary and secondary tenses: • primary: simple past, present, future • secondary: other tenses eg was sleeping, wanted

to go, was going to have to play active/passive voice: • active: The heavy rainfall led to some minor


rain. print conventions and layout: • handwriting • abbreviations • representing sounds with letters • spelling: link to pronunciation and visual patterns,

spelling common and uncommon words, using prefixes and suffixes


multimedia / multimodal: • links between gestures, visual images, sound, light,

layout, tables, spoken text and print text

• abstractions: An example of this, This (competition),

This (referring to long quote) • conjunctions: In conclusion, just because • cause: One of the reasons for this, Although Laurie

Saunders and Amy Smith are best friends, Although they may have some things in common such as being friends, Although the two girls get along well

• time, place, manner: Mainly, In my opinion, In a way • human: The two girls, They both, They, Laurie

Saunders, She, Amy Sentences are foregrounded in a variety of ways. The choices are appropriate and the variety is successful in maintaining the reader’s interest. Paragraphs are clearly defined through the use of topic sentences and the introduction clearly signals the content of the discussion. The conclusion summarises the content of the discussion. The student has successfully used abstractions, conjunctions and dependent clauses to construct a cohesive text. • primary: have, was, disapproved (mainly simple

present and simple past) • secondary: could have though(t) Choice of tense is appropriate for a discussion essay and the student demonstrates only a few minor problems with consistency of tenses. Active voice which is appropriate for the context. Understanding of print conventions is well developed with only very minor spelling errors evident. Single inverted commas used for quote and apostrophe used appropriately. Elementary understanding of how to use commas is evident.

12



Kaio : REFLECTION

CONSIDERED RESPONSE “ERIN BROCKOVICH” I still have the newspaper articles about Ed and I winning the PG and E case. I can not believe that back then I

looked so lean and beautiful, even with three children. I am cherishing them as my memories and so that my

children can look back and acknowledge my achievements that I accomplished during the years. Who would

have thought that a single mother of three would take on a multi million dollar company like PG and E out to

court and win! The PG and E case was the largest case I undertook. I was devastated while investigating that

the town people of Hinkley, even the young children were slowly suffering and dying for all these years without

knowing why.

It has been more than ten years since the last that I worked as a paraprofessional lawyer. I miss working with

people and especially, I miss working with Ed; my lawyer boss, who believed in me, guided me and gave me the

opportunity to reveal my talents, while overlooking my behaviour. I was also able to prove to the others that I

was more than just a pretty face. During the PG and E case, I achieved respect from the other workers and the

community, which made a huge impact on my life.

It is now two o’clock on a Sunday afternoon, as I watch outside my window, I can see young children playing

with their families. When I stop to think back, I realise that my children and I never had a family day, because I

was too involved with my work. I never made time to spend quality time with them. I was so committed to work

that I left my children in the care of my former lover, George. Am very grateful for his help, without him I would

not have been able to manage. However, our relationship deteriorated because of my work and selfish acts.

He now lives in California, but we are still good friends till this very day.

Looking back, I have no regrets on the things I chose and done. I was able to help people and at the same time

earn money. If I had not worked, I would not have been able to raise and provide for my children’s future. Even

though we were short of money we were lucky to be alive and happy.

Today, I live on my own in a small town. My children are all living overseas. Two of them are lawyers and the

other had just finished her final year in college. I am so proud of them, because of the work that I had done, it

has played a part in my children’s choices for their careers. Besides my family, I now only have a few people

who would consider as friends. Unlike back then, where I became friends with most of my PG and clients.

They were friendly and helpful people and we developed a trust in each other. Even though they were sick,

they did not let the problem stand in the way of their normal activities. Though it was heartbreaking for me to

gradually see them dying in the hospital beds, especially the young children. I start to weep when I think about

those who suffered. It makes me realise how precious life is and how easily it could be taken away from you.

I am happy and lucky to have lived for this long and to have accomplished what I have wanted in life. I achieved

success and respect from the community, and my family, who struggled with me and never doubted me, instead

showed me love and support during those times. Unlike those who died and were unable to fulfill their dreams.

Stage 2 ESL



Evidence for Scaling Kaio - REFLECTION


Scale

Genre: Language

for

achieving

different

purposes



place, manner: Born in 1898 • phrases and dependant clauses of cause: As

a result of the rain; • topic words: Antarctica, Pollution • action verbs (in procedures): Slice, Boil • layout: subheadings, pictures, diagrams builds cohesion: • reference items: my, it, they, him, the, this,









The text has six paragraphs of reflection written from the point of view of the main character of the film. It moves from the present to the past and back to the present, incorporating feelings, thoughts, memories of the past. • time, place, manner: Looking back, Today • topic words: I • reference items: my, It, me, her, they, them, those,

their, the other • vocabulary patterns: − synonyms/antonyms: achieved, accomplished − words that go together: stand in the way; fulfill

their dreams; more than just a pretty face; quality time; paraprofessional lawyer

− word sets: heartbreaking, weep; think back, memories, regrets; case, court, investigating, win

− classification: careers: paraprofessional lawyer, lawyers, my lawyer boss; achievements: success, respect; families: children, young children, my children, relationship, my former lover, George;

− conjunctions: However, Instead • linking: and, but • binding: since, because, while, if, Even though,

Though, so that, When, even, Besides, without • relative clauses: my family, who struggled with me,

Ed; my lawyer boss, who believed in me, guided me and gave me the opportunity to reveal my talents, I achieved respect from the other workers and the community, which made a huge impact on my life, Unlike those who died, I was devastated while investigating, that…

• non-finite clauses: Looking back, …dying in hospital beds, while investigating, without knowing why, working with people, overlooking my behaviour

• projection: I can not believe that back then, Who would have thought that a single mother; I realise that my children and I never had a family day, I miss working with…

There was class discussion about the achievements of ERIN BROCKOVICH and students were taught how to write a reflection.

13/14



Field: Language

for

expressing

ideas and

experiences

noun groups: • numbers, describers, classifiers, qualifiers: a

book, the pencil*, the children in the water, the children living in the city, The medical discovery that has had the most impact






look it up, put up with, put off, put out causal relations: • verbs: led to, brought on • nouns: the result of the floods • phrase: because of the heat • dependent clause: because the flood was bad

circumstances and clauses: • when: when he arrived • where: at the sign • how: carefully, like a leopard • with whom: with his friend






The newspaper articles about Ed and I winning the PG and E case, a single mother of three, a multi million dollar company like PG an E, The town people of Hinkley, Ed; my lawyer boss, more than just a pretty face, my former lover, George, her final year in college; people, money, no regrets, the largest case I undertook, a family day, quality time, Sunday afternoon, young children playing with their families, our relationship, my children’s future, a part in my children’s choices for their careers a trust, normal activities The largest case, former lover Achievements, choices, work, regrets, relationship, selfish acts, opportunity, huge impact, the care of my former lover, George, my children’s choices, trust, love, support, success, respect • action: had finished, was involved, left, win, earn,

are (all) living, guided, looked, developed, see, dying, weep, suffered, died, fulfill, accomplished, take on, win, undertook, worked, guided, to reveal, deteriorated, struggled, showed

• mental (sensing): can not believe, cherishing would have thought, realise, think, was devastated, watch, look back, acknowledge, knowing, miss, doubted, overlooking, to prove, consider, wanted

• relational: have, am, was, were, is, played, are, became, developed

• verbal groups: start to weep, were unable to fulfill, was able to help, would not have been able to manage, stop to think back, to have lived, to have accomplished, makes me realise

• phrasal verbs: look back, take on, believed in, could be taken away, stand in the way, provide for

• phrase: because of the work, for his help, for their

careers • dependent clause: because I was too involved with

my work, I was so committed to work that…, because of my work and selfish acts, if I had not worked, because of the work I had done, If I had not worked, so that my children can look back

• when: more than ten years, during the PG and E

case When I stop to think back, at the same time, Today, on a Sunday afternoon, till this very day, Looking back, where I became friends, for this long

• where: in a small town, in the care of my former lover, George, outside my window, overseas, in my children’s choices, in the hospital beds, from the community

• how: slowly, easily, on my own, with my work, as friends, gradually

• with whom/what: with my work, without him, with them, with most of my PG and E clients

paraprofessional lawyer, lawyer boss, community, clients, case, multi million dollar company

13



Tenor:

Language for

interacting

with others






Uses a question for the purpose of making a statement with emphasis and set the genre as a reflection. The text unfolds as a series of statements recounting and reflecting on past and present events. • subjective: I am happy and lucky, I achieved success • certainty: can not believe, would consider, who would

have thought, would take on, able to prove, would not have been able

• frequency: never; still, more than just, • feelings, attitudes: grateful, happy, lucky, even, happy,

so proud, good friends, doubted, showed, too, so, devastated, cherishing, lucky, heartbreaking, very, all, especially

• idioms, humour: short of money • names: George, Ed The writer has chosen reflective vocabulary in line with the genre of the text. The language used is emotive and events are presented from the point of view of the main character. These choices are appropriate for a personal reflection.

12/13

Mode:

Language for

creating

spoken and

written texts




• non-human elements: The lathe, Koalas • human elements: specific We, general People • action verbs: Draw appropriateness of foregrounding coherence: • construction of introduction, topic sentences and

conclusion, and the links between them primary and secondary tenses: • primary: simple past, present, future • secondary: other tenses eg was sleeping,



rain. print conventions and layout: • handwriting • abbreviations • representing sounds with letters • spelling: link to pronunciation and visual





• conjunctions: Unlike back then, where …, • cause : However, Even though, Though, Unlike those

who died • time, place, manner: During the PG and E case,

Looking back, Today, As I watch outside my window, When I stop to think back, Besides my family

• non-human: The PG and E case • human: I, Who, He (George), My children, Two of them

(my children), They ( my PG and (E) clients) In a reflection, it is expected that there would be human foregrounding and comparisons made with the past to the present. The dominance of human elements and in particular “I” is appropriate for a personal reflection. The introduction effectively signals the text as reflection and relates it to the story line of the stimulus text, allowing the audience to predict what the content will be. The topic sentences are suitable and effectively introduce the content of each paragraph. The concluding paragraph returns to what was presented in the introduction – the achievements of the author. • primary: full range of primary tenses used • secondary: accurately constructed and appropriately

used The student demonstrates a sound ability to choose appropriately from primary and secondary tenses. • active: active voice is used throughout As a reflection it is expected that the author would move in and out of the present using the active voice. typewritten, 1 ½ line spacing, indenting of paragraphs inconsistent, title, appropriate punctuation.

13



Kaio: GENRE Power Point Presentation Evidence for Scaling



Kaio: GENRE Power Point Presentation ABORTION

Key features and examples Student examples of evidence Scale

Genre:

Text in

Context

interprets analyses and constructs multimodal genres • compares choices for print and online

advertisements • compares local and overseas multimodal genres • writes short dialogues for sitcom • constructs and presents a multimodal text • writes and illustrates a causal explanation : sea

breezes • includes charts and timelines in recounts • enacts main events in a story • reads and constructs environmental texts: road

signs, advertising explores how texts are organised • factual books: tables of contents, indexes,

alphabetical listings, titles, headings, sub-headings • storybooks: front cover, title page, illustrations, text • digital encyclopaedias: search or find, contents,

index

• constructs multimodal text: power point presentation,

using graphic visual images, charts and words to discuss the topic of abortion

• digital encyclopaedias: used to research the topic of

the presentation, as well as printed factual texts and online media

Genre: Language

Language

for

achieving

different

purposes

schematic structure organises the text: • rhetorical questions: What about the students? • conjunctions: Secondly, Finally, In addition • noun groups: Another reason, One of the main

arguments, The principle cause of the increase • phrases and dependent clauses of time, place,

manner: Born in 1898, When we had finished • phrases and dependant clauses of cause: As a

result of the rain..; As he struggled to survive,.. • topic words: Antarctica, Pollution • action verbs (in procedures): Slice, Boil • layout: subheadings, pictures, diagrams, labels, font,

size, indentations • initiate and close interactions: formulaic expressions,

gestures • ask and answer questions • participate in song, rhyme, chorus, reading builds cohesion: • reference items: my, they, him, this, there, the • vocabulary patterns:

− synonyms/antonyms − words that go together: make a complaint − classification: teeth: canines, molars, premolars,

incisors − composition (whole-part): tooth: enamel, dentine,

pulp, nerve • conjunctions to join sentences or

paragraphs of a text: However, Therefore, Hence

joins clauses to expand information: • linking conjunctions: and, or, so, and then • binding conjunctions: because, if, since, when,


completed in 1869,……… • projection: Scientists believe that…, The results

show that…. level of scaffolding

The presentation unfolds as discussion of the issue of abortion, through the use of words, images, diagrams and illustrations. • rhetorical questions: used to organise the contents of

the presentation and pose the question: “Are there suitable options available for pregnant women and how do they choose the one (alternative) that is right for them?” In the body of the presentation, two more questions are used: “ What is an Abortion?” and “How abortion is perceived by society?”

• topic words: Trimesters of Pregnancy, Legalisation, Abortion in the third world, Religious Views, Side Effects, Alternatives, Bibliography

• layout: Title slide with topic question and large graphic image. Each subsequent slide has the same background, a bold heading and sub-headings. Illustrations with titles are used on two slides. A labeled diagram is also used. The fonts, colours and sizes used for the written text are clear and easy to read.

• reference items: they, the one, them, an, the • vocabulary patterns: − synonyms/antonyms: options/alternatives,

views/perceived, PRO LIFE/PRO CHOICE − words that go together: pregnancy, trimester,

motherhood, family; Legalisation, Law − classification: Law: Church, State; Alternatives:

Adoption, Keep the child − composition: Pregnancy: Trimesters: First, Second,

Third Presentation was constructed independently without any teacher input.

13



Key features and examples Student examples of evidence

Scale

Field: Text in Context

Meaning • understands multimodal texts containing

challenging issues • understands multimodal texts making

meaning beyond the literal: film, newspaper articles

key vocabulary in multimodal texts: • environmental print: logos, signs, numbers • visual texts: diagrams, illustrations,

photographs

• issues: has accessed a range of online texts to research the

topic of this presentation • non literal: uses graphic images, diagrams and illustrations,

as well as words to make meanings • visual texts: has used photographs to convey the cruelty of

animal experimentation and a chart with the title ‘Important uses of Animal Experimentation,’ however the meanings made by this chart are not clear

Field: Language

Language

for

expressing

ideas and

experiences





risk, government, capability verbs: • action: subtract, peered, scanned, demolish • mental (sensing): knew, believe knew,


asserted • relational: are, became, has, consists of,



was bad circumstances and clauses: • when: when he arrived • where: at the sign • how: carefully, with a fine brush, like a

leopard • with whom, what: with his friend


topic specific/technical vocabulary: • digest, high sugar levels, niacin


visual meanings • colour, symbols: logos, charts: timetables,

diagrams, illustrations

For Scale 5 onward only more complex noun groups cited. Suitable options, pregnant women, the one (alternative) that is right, trimesters of Pregnancy, an Abortion, The State Law, the third world, Religious Views, The Church Law, Side Effects Options, alternative, Abortion, Legislation, Religious Views, Side Effects, motherhood, choice, regret, adoption, faith, marriage, murder, death, pro life, pro choice • action: keep • mental (sensing): choose, perceived • relational: are, is • nouns: Side Effects • phrase: for pregnant women,, for them, by society • where: in the third world • Abortion, Legalisation, Pro Life, Pro Choice, Pregnancy, Trimesters, Adoption, Law • visual meanings: image of a foetus, diagram of trimesters of pregnancy, illustrations of pregnant women and a graphic that illustrates the pro life/pro choice debate have been used effectively; background image of scales effectively signals the text as a discussion of both sides of the question

13



Key features and examples


Scale

Tenor:

Text in Context

non-verbal resources • reflects on non-verbal resources: eye contact,

distance, gesture, touch stereotypes and audience: • explores how visual images and language construct

stereotypes, bias, and prejudice • analyses the construction of a cartoon character • reflects on the audience of a multimodal text • identifies who gets represented in advertising and

who does not • identifies how groups of people are represented in

television commercials • suggests alternative representations • chooses the appropriate tenor in a range of formal

and informal contexts classroom discourse • raises hand, takes turns, gaze, distance, gesture,

touch

Tenor: Language

Language

for

interacting

with others

speech functions: • statements • questions • offers • commands

subjectivity/objectivity • subjective: In my opinion • objective: The response of the army

modality: • certainty: will, possibly, it suggests, I am sure, tend to,

might be able to • frequency: always, typical, tendency • obligation: must, necessarily, they forced, demand • inclination: like, willing, preference

interpersonal meaning: • feelings, attitudes: unfortunately • idioms, colloquialisms, euphemisms, humour • culturally specific references • names to refer to people verbal elements: • intonation, volume, pace, word stress, tone,

pronunciation, and other sound patterns • pronunciation of foreign words • compares characters from multimodal texts use of

verbal elements non verbal elements: • body language, eye contact, physical response appropriate tenor for the context

A complex question is posed at the beginning of the presentation and nominal groups are used to present the key issues. It is unclear if the student is posing a question or making a statement in: “How abortion is perceived by society?” • objective: Objective language has been used to

establish the text as factual rather than personal. The producer has strategically avoiding the use of modality or language expressing feelings and attitudes in the written text. Visual images are used to express feelings and attitudes, particularly the illustrations of a pregnant woman surrounded by questions and the other illustration which shows a pregnant woman looking confused and distressed amongst a group of pro life/pro choice protesters. The producer of the presentation is positioned as an expert through the use of academic and scientific language which is appropriate to the text. Factual objective presentation.

13





Scale

Mode:

Text in

Context

communicates using media and mediums • PowerPoint, digital projector, webpage, radio,

CD- ROM, sketches, graphs, map, email, telephone, maps, computer

constructs and critically analyses multimodal texts • constructs a written or spoken text with

images and sound • interprets the use of effects in films • discusses simulation software • cultural reference: gender, inclusion/exclusion • technical choices • television/radio item • links between illustrations and verbal text • cross sections, pie graph, tables, diagrams • reads and draws a text with print • identifies keys and buttons on software

PowerPoint, graphs, computer, webpages • verbal, sound, images: constructs and reads multimodal

texts • software: MS Powerpoint used to construct slide show

Mode: Language

Language

for creating

spoken and

written texts

foregrounding: • size and placement of visual images and

verbal text • abstractions: The destruction of the habitat • conjunction in second place: Success, on the

other hand, … • phrases and dependant clauses of cause • phrases and dependent clauses of time,







heavy rain. print conventions: • handwriting, abbreviations, spelling,

punctuation multimedia / multimodal: • links between gestures, visual images, sound,


• makes meanings in visual material, shadows, line thickness, arrows, perspective in 2-D and 3-D cross-sections and drawings

• mathematical and map symbols

• placement: centred question and image on title slide,

centred title on each slide, • abstract elements: Trimesters of Pregnancy, Legalisation,

Abortion in the third world, Religious Views, Side Effects, Alternatives,

The hypothesis for investigation predicts the content of the PP. Sub headings are used to organise the text, along with the background image of the scales which is used to link all the ideas together and inform the audience that abortion in being discussed objectively and that both sides of the debate are being ‘weighed up.’ The picture of the foetus is large and in full colour and the illustrations presented are in cartoon format. The discussion question is effectively foregrounded as well as the major issues on both sides of the debate. The text lacks elaboration of those issues and the meanings made about Legalisation, Church Law, State Law and Abortion in the third world are unclear because of this. Only primary tenses are used – information is presented in note form and this is appropriate for a visual text Active and Passive voice used appropriately. The bibliography covered 2 pages and was not set out correctly. It was divided into source sections not listed alphabetically. PP was very visual with pictures included in the background. The title page had a picture which was explicit and predicted the content of the PP. The use of the hypothesis identified exactly what the PP was to cover. The print was large and easily seen. The pictures showed where they were published.

13



Pieter : RESEARCH EVALUATION

Starting the research process was a little complicated because of the review plan. This was time consuming

because it needed the important information for the issue and relevant facts for answering the questions.

Although writing the plan was a great help in organising myself to complete something systematically. The

abstract section was simple since it was the focus questions and hypothesis in sentence form and the first

sentences for the introduction were easy after knowing some of concerns and accomplishments of Animal

Experimentation.

Admittedly, the experiences encountered for this research favoured frustration more than success. Searching

for most of the information wasted time through photocopying and reading irrelevant information. The internet

was a great help because it contained a wide source of information from other countries but was time

consuming, considering that many sites were inappropriate and pointless. Consequently, the survey conducted

was overwhelming and difficult by not knowing if the questions would be answered. Furiously, computers

caused problems because work could not load, the printer constantly stopped, surveys were too big to save on

disks and the computer from time to time crashed. Sending letters, for the first time, was the most challenging

part of the project because receiving 5 out 6 replies was overwhelming. Not caring about the 6th, it gave the

feeling of importance. Thankfully, many organizations are willing to help by giving information and posters. The

folio was well organised and contained a sufficient amount of information important to the project. From the

finished product, a sense of accomplishing anything resulted in the end.

This experience has been fulfilling, providing fresh things to learn and developing many new skills and

techniques that can be used for future studies. In doing this project it improved time management skills, reading,

note taking, researching, self-confidence and independence. Techniques were learnt on how to construct

surveys, writing up questions, listening to interviews and requesting information by just asking. The whole

experience has made an impact on writing essays or other documents by understanding nominalisation. This

effective method will certainly be used because it is an advantage in writing a great report. The papers given by

the teacher, which consisted of paragraphing skills and essay writing, have helped enhanced the major project

and definitely contributed to the development of writing better.

The aim of this project was to investigate the fundamental issues of Animal Experimentation. Exploring the

study of animal experimentation, the use of animals, the various advantages and disadvantages and to study

the alternatives. This project was to understand if vivisection is cruel, unnecessary or beneficial. Ultimately

helping seek the answer to the hypothesis “Should Animal Experimentation be Eliminated?”

Choosing a topic was complicated because of two reasons, whether it was good enough to pursue of if there

was a sufficient amount of information for it to made a decent project. The choices were Olympic Games,

poverty, racism or animal cruelty. Each issue was investigated to find the problems the topic would have and the

outcomes that could have been achieved. Finally, animal cruelty was the choice, which provided numerous facts

and was an interesting issue to attempt. For the other topics, Olympic Games seemed boring, and surveying or

interviewing anyone about racism and poverty would have been hard on them.



For the topic on animal cruelty, the exploration of such issues as animals kept in horrid confinements as slaves,

kept in zoos, slaughtered for food or body parts and course animal experimentation were my gaols for a project.

Afterwards the teacher explained that they could all be individual topics. From the choices, Animal

Experimentation was the finale decision because not only was it interesting, it was because of wanting expose

the reality of animals used for research to the unaware public. The first hypothesis was “Is Animal

Experimentation necessary” but changed to “Should Animal Experimentation be Eliminated?” to be more

specific in answering the hypothesis and focus questions.

The methods of research varied to borrowed books from school and public libraries, photocopied newspapers

and internet searched. These sources were used for general information that could help understand the use of

animals for research. Other sources came from answered letters comprised of fact sheets, brochures and old

newspapers containing different information. Statistical facts were from the surveys constructed and new

information from interviews conducted.

The process for this project was very pleasing. With the amount of time given, they were spent intelligently and

always kept the work up to date. Experiencing the experiments by observing and examining would certainly

make this project greater for a better look at the cruelty or the importance. From doing this project, it has helped

gain sufficient information in which to resolve the issue on Animal Experimentation.

The information in this project was logically related to the guiding questions and hypothesis. However it could

definitely be improved if it was carried out again by more time. All in all the result turned out great.



Evidence for Scaling Pieter EVALUATION OF RESEARCH


Scale

Genre: Language

for

achieving

different

purposes


cause of the increase, One main argument, • non finite clauses: Choosing a topic • phrases and dependent clauses of time,


As a result of the rain; • topic words: Antarctica, Pollution • action verbs (in procedures): Slice, Boil • layout: subheadings, pictures, diagram builds cohesion: • reference items: my, it, they, him, the, this,









Report on a process: introduction, each paragraph deals with a different part of the process and there is a conclusion. • conjunctions: Admittedly • noun groups: The aim of this project, The methods

of research, This experience, The process for this project, The information in this project

• non finite clauses: Choosing a topic, Starting the research process

• cause: For the topic on animal cruelty • reference items: them, it, each, this, they, other,

these, myself, the, a, something • vocabulary patterns: − synonyms/antonyms: project/ topic/research,

advantages/disadvantages, Animal Experimentation/vivisection/animal cruelty, necessary/unnecessary, beneficial/cruel

− words that go together: choosing a topic, the methods of research, borrow books, surveys constructed, interviews conducted, internet searched, time consuming, animal cruelty

− word sets: research- surveying, investigate, the study, interview, research, topic, exploration, statistical facts, constructed, conducted, techniques; animal experimentation-animals, vivisection, animal cruelty, slaughtered, body parts

− classification: skills: time management, reading, note-taking, researching, self-confidence, paragraphing, nominalisation, essay writing, independence; techniques: construct surveys, writing up questions, listening to interviews, requesting information; libraries: public, school

• conjunctions: Ultimately, Finally, Afterwards, Consequently, Admittedly, However, All in all

• linking: and, but, of (or) • binding: if, because, because of, although, since,

after • relative clauses: animal cruelty was the choice,

which provided numerous facts; the papers given by the teacher, which consisted of paragraphing skills and essay writing

• projection: the teacher explained that….. • non-finite clauses: in doing this project…., from

doing this project…, not caring about the 6th The student was informed of the different aspects to be covered in the evaluation and had practice at paragraphing, nominalisation and essay writing.

14



Field: Language

for

expressing

ideas and

experiences









bad circumstances and clauses: • when: when he arrived • where: at the sign • how: carefully, like a leopard • with whom: with his friend






The aim of this project, the fundamental issues of animal experimentation, a sufficient amount of information important to the project; a decent project, the exploration of such issues as animals kept in horrid confinements as slaves, kept in zoos, slaughtered for food or body parts and of course animal experimentation, the reality of animals used for research, the unaware public, statistical facts, the experiences encountered for this research, sufficient information in which to resolve the issue on animal experimentation too big, most challenging, writing better, more specific, better look, more time, great cruelty, poverty, choice, exploration, confinements, experimentation, research, reality, information, accomplishments, method, process, product, importance, independence, nominalisation, development, experiments • action: provided, kept, slaughtered, used, varied,

came, encountered, save, crashed, sending, gave • mental (sensing): seemed, to understand,

knowing, caring • saying: explained • relational: was, were, are, has, is, have helped

enhanced, favoured, contained • verbal groups: have helped enhanced (tho

enhance), could have been achieved, would have been, wanting (to) expose, could help understand

• phrasal verbs: carried out, turned out • verbs: contributed to, caused, resulted, improved,

stopped, changed • phrase: Because of the review plan, because of

wanting to expose, because of two reasons, From the finished product, With the amount of time given, From doing this project

• dependent clause: because it needed the important information for the issue, by not knowing if the questions would be answered

• when: Afterwards, again, always, from time to time,

for the first time, in the end • where: in zoos, on disks • how: by just asking, finally, constantly, definitely,

intelligently, systematically, in horrid confinements as slaves, from the surveys, from interviews conducted

Good enough, to make a decent project, turned out great, kept the work up to date vivisection, hypothesis, animal experimentation • reported: the teacher explained that …..

14



Tenor: Language

for

interacting

with others





• idioms, colloquialisms, euphemisms, humour • culturally specific references: dressed in

black • names to refer to people appropriate tenor for the context

The text is written as a series of statements expressed in simple and compound sentences. The choice and complexity of speech functions is appropriate for this context. • subjective: very pleasing • objective: It could definitely be improved, The aim

of this project, The exploration of such issues • certainty: would have, could have, could be,

certainly, would have been, could definitely, definitely

• frequency: always, • obligation: should • inclination: willing to help, wanting to expose • feelings, attitudes: Furiously, Thankfully, just,

logically, overwhelming, difficult, easy important, frustration, not caring, important, intelligently, cruel, unnecessary

The vocabulary used is formal, reflective and factual. It is appropriate to the task and maintains objectivity throughout. The student has used modal resources effectively to express degrees of certainty and inclination and structured sentences to express opinions as facts. The writer is positioned as an authority on the topic, which is appropriate for an evaluation of a research project.

14



Mode:

Language

for creating

spoken and

written texts











• punctuation: capitals, full stops, question marks, commas, speech marks, apostrophes, semicolons, dashes, links to intonation



• abstractions: This experience, The aim of this

project, The first hypothesis, The process for this project, The information in this project,

• cause: Consequently, the survey conducted was …, From doing this project, From the finished product

• time, place, manner: With the amount of time given, Finally, Afterwards, From the choices

• non-human: The abstract section, The internet, The folio, This project, The choices, Each issue, The methods of research, These sources, Other sources, Statistical facts

• non-finite clauses: Starting the research process, Searching for most of the information, This (Starting the research process), Exploring the study of animal experimentation, Choosing a topic, Experiencing the experiments, Sending letters

• personal comment: Furiously, Thankfully, Admittedly

The paragraphs and sentences are foregrounded in a variety of ways, including abstractions, and non-human elements. Dependent non-finite clauses are often used to foreground the stages of the research process. By beginning sentences with words like furiously, the writer is foregrounding personal judgement and this is appropriate. The foregrounding of human elements appears to have been strategically avoided, to create a text that logically and factually evaluates the research project. There is an introduction that identifies the content of the essay and the conclusion reflects upon the success of the task. The paragraphs each have a topic sentence that allows the reader to predict the content and topic sentences are followed by elaboration. Each paragraph deals with a separate issue and there is no overlapping. • primary: was, was complicated, explained, came,

encountered, conducted, is • secondary: would have been, would be answered,

has been fulfilling, have helped enhanced, has helped gain, could be improved

Student has good control over the primary and secondary tenses, mostly constructing them accurately and using them appropriately. Both active and passive voices are used in the text. This choice is appropriate and contributes to the factual nature of the evaluation. Typed in 1 ½ line spacing for ease of audience reading, title page and each page numbered. The punctuation and the spelling were accurate. Full stops, commas, question marks and quotation marks were used accurately. The paragraphs were clearly identified with an extra line left between them.

14



Pieter : POWER POINT



Evidence for Scaling Pieter: Power Point Presentation on ANIMAL EXPERIMENTATION

Key features and examples Student examples of evidence Scale

Genre:

Text in

Context

interprets analyses and constructs multimodal genres • compares choices for print and online

advertisements • compares local and overseas multimodal genres • writes short dialogues for sitcom • constructs and presents a multimodal text • writes and illustrates a causal explanation : sea

breezes • includes charts and timelines in recounts • enacts main events in a story • reads and constructs environmental texts: road

signs, advertising explores how texts are organised • factual books: tables of contents, indexes,

alphabetical listings, titles, headings, sub-headings • storybooks: front cover, title page, illustrations, text • digital encyclopaedias: search or find, contents,

index

• constructs multimodal text: power point presentation,

using graphic visual images, charts and words to argue that animal experimentation should be eliminated

• digital encyclopaedias: used to research the topic of

the presentation, as well as printed factual texts and online media

Genre: Language

Language

for

achieving

different

purposes

schematic structure organises the text: • rhetorical questions: What about the students? • conjunctions: Secondly, Finally, In addition • noun groups: Another reason, One of the main

arguments, The principle cause of the increase • phrases and dependent clauses of time, place,

manner: Born in 1898, When we had finished • phrases and dependant clauses of cause: As a

result of the rain..; As he struggled to survive,.. • topic words: Antarctica, Pollution • action verbs (in procedures): Slice, Boil • layout: subheadings, pictures, diagrams, labels, font,

size, indentations • initiate and close interactions: formulaic expressions,

gestures • ask and answer questions • participate in song, rhyme, chorus, reading builds cohesion: • reference items: my, they, him, this, there, the • vocabulary patterns:

− synonyms/antonyms − words that go together: make a complaint − classification: teeth: canines, molars, premolars,

incisors − composition (whole-part): tooth: enamel, dentine,

pulp, nerve • conjunctions to join sentences or paragraphs of a

text: However, Therefore, Hence

joins clauses to expand information: • linking conjunctions: and, or, so, and then • binding conjunctions: because, if, since, when,


completed in 1869,……… • projection: Scientists believe that…, The results

show that…. level of scaffolding

The presentation unfolds as an argument in favour of the elimination of animal testing, through the use of words, a chart and graphic images. • rhetorical questions: used to organise the contents of

the presentation and pose the question: “Should animal experimentation be eliminated?”

• noun groups: Questions, Types of Research, Important use of Animal Experimentation, Alternatives

• topic words: Animal Experimentation, Vivisection, Bibliography

• layout: Title slide has a bold heading and a graphic Each subsequent slide has the same background, a bold heading and dot points for sub-headings. Graphics appear with text on most slides. A labeled chart is also used. The fonts, colours and sizes used for the written text are clear and easy to read.

• reference items: we, the, their, such as • vocabulary patterns: − synonyms/antonyms: Animal Experimentation/

Vivisection/Non-Animal Methods, advantages/disadvantages, techniques/practices, determine/understand

− words that go together: medical, surgery, life threatening diseases

− classification: Types of Research: Biomedical Rresearch, Product Testing, Genetic Engineering, Psychology Research, Weapon Testing, Medical Research; products: cosmetics, detergents; weapon testing: atomic blasts, shooting practices; tests: Skin Irritancy Test, Eye test; Alternatives: Computer Models, Tissue and Cell Culture, Human Studies, Technical Imaging, Non-Animal Methods of Product Testing

Presentation was constructed independently without any teacher input.

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Key features and examples Student examples of evidence

Scale

Field: Text in Context

Meaning • understands multimodal texts containing

challenging issues • understands multimodal texts making

meaning beyond the literal: film, newspaper articles

key vocabulary in multimodal texts: • environmental print: logos, signs, numbers • visual texts: diagrams, illustrations,

photographs

• issues: has accessed a range of online texts to research the

topic of this presentation • non literal: uses graphic images and charts as well as

words to make meanings • visual texts: has used photographs to convey the cruelty of

animal experimentation and a chart with the title ‘ Important uses of Animal Experimentation,’ however the meanings made by this chart are not clear

Field: Language

Language

for

expressing

ideas and

experiences





risk, government, capability verbs: • action: subtract, peered, scanned, demolish • mental (sensing): knew, believe knew,


asserted • relational: are, became, has, consists of,



was bad circumstances and clauses: • when: when he arrived • where: at the sign • how: carefully, with a fine brush, like a

leopard • with whom: with his friend


topic specific/technical vocabulary: • digest, high sugar levels, niacin


visual meanings • colour, symbols: logos, charts: timetables,

diagrams, illustrations

For Scale 5 onward only more complex noun groups cited. Animal Experimentation, effects of diseases, surgical practices, the safety of products, types of research (see vocabulary patterns), holding devices, Important use of Animal Experimentation, Non-Animal Methods for product testing Experimentation, Vivisection, effects, surgical practices, animal production, human consumption, movements, thoughts, use, Human Studies, Technical Imaging, Product Testing, safety • action: reduce, improve, lock (locked), disposed, controlled • mental (sensing): understand, determine • relational: is, have, are, be, develop, indicate, had • verbs: reduce, improve • nouns: effects • phrase: Dead animals from tests, for human consumption,

ready for the Eye Test • when: previously • where: in holding devices, in bins • (see vocabulary patterns) • visual meanings: graphic images of animals used in

experiments have been used effectively

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Scale

Tenor:

Text in Context

non-verbal resources • reflects on non-verbal resources: eye contact,

distance, gesture, touch stereotypes and audience: • explores how visual images and language construct

stereotypes, bias, and prejudice • analyses the construction of a cartoon character • reflects on the audience of a multimodal text • identifies who gets represented in advertising and

who does not • identifies how groups of people are represented in

television commercials • suggests alternative representations • chooses the appropriate tenor in a range of formal

and informal contexts classroom discourse • raises hand, takes turns, gaze, distance, gesture,

touch

Tenor: Language

Language

for

interacting

with others

speech functions: • statements • questions • offers • commands

subjectivity/objectivity • subjective: In my opinion • objective: The response of the army

modality: • certainty: will, possibly, it suggests, I am sure, tend to,

might be able to • frequency: always, typical, tendency • obligation: must, necessarily, they forced, demand • inclination: like, willing, preference

interpersonal meaning: • feelings, attitudes: unfortunately • idioms, colloquialisms, euphemisms, humour • culturally specific references • names to refer to people verbal elements: • intonation, volume, pace, word stress, tone,

pronunciation, and other sound patterns • pronunciation of foreign words • compares characters from multimodal texts use of

verbal elements non verbal elements: • body language, eye contact, physical response appropriate tenor for the context

The student is unclear about the structure of questions, using question marks at the end of statements that begin with what and why. A clear understanding of the construction of simple statements to express complex ideas is evident. • objective: Objective language has been used to

establish the text as factual rather than personal. The producer has effectively stated opinion as fact by strategically avoiding the use of modality or language expressing feelings and attitudes in the written text. The producer of the presentation is positioned as an expert through the use of academic and scientific language which is appropriate to the text. Factual objective presentation.

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Scale

Mode:

Text in

Context

communicates using media and mediums • PowerPoint, digital projector, webpage,

radio, CD- ROM, sketches, graphs, map, email, telephone, maps, computer

constructs and critically analyses multimodal texts • constructs a written or spoken text with

images and sound • interprets the use of effects in films • discusses simulation software • cultural reference: gender,

inclusion/exclusion • technical choices • television/radio item • links between illustrations and verbal text • cross sections, pie graph, tables, diagrams • reads and draws a text with print • identifies keys and buttons on software

PowerPoint, graphs, computer, webpages • verbal, sound, images: constructs and reads multimodal

texts • graphs: constructs a column graph with key, although

meanings made by the graph are not clear in the context of the presentation

• software: MS Powerpoint used to construct slide show

Mode: Language

Language

for creating

spoken and

written texts

foregrounding: • size and placement of visual images and

verbal text • abstractions: The destruction of the habitat • conjunction in second place: Success, on









heavy rain. print conventions: • handwriting, abbreviations, spelling,

punctuation multimedia / multimodal: • links between gestures, visual images,


• makes meanings in visual material, shadows, line thickness, arrows, perspective in 2-D and 3-D cross-sections and drawings

• mathematical and map symbols

• placement: centred title and image on title slide, centred title

on each slide, some sub-headings with dot points on the left and elaboration on the right, numerous visual images, some labeled

• abstract elements: Animal Experimentation, Questions, Vivisection, Important Uses of Animal Experimentation, Alternatives, Bibliography

The main idea is on the left with its meaning on the right. The audience reads from left to right and is given information only so that it is easily absorbed in the time the slide is visible. The questions organise and predict the content of each slide. The conclusion is the bibliography which covered 4 frames and became tedious in relation to the prior text. The bibliography was not alphabetically listed but classified according to the type of resource. The student combines visual images and writing to create a cohesive text. One of the questions foregrounded at the beginning of the presentation was not elaborated on in the body of the presentation: What are the advantages and disadvantages? The foregrounding of the graph suggests that it represents the ‘Important use of Animal Experimentation,’ although the meaning of the graph is unclear. Only primary tenses are used – information is presented in note form and this is appropriate for a visual text Active and Passive voice used appropriately and effectively PP was very visual with pictures included in the background. The title page had a picture which was explicit and predicted the content of the PP. The print was large and easily seen. The information was presented in 2 columns with dot points. The pictures were labelled too. Use was made of different coloured letters for extra effect.

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