|
 Text
types:
Spoken and Written
|
Literary texts
|
Some text forms |
Language features
(This is not definitive)
-
choose three to four
-
make sure they are key
features; not just any feature
|
|
Narrative
|
Ballads; lyrics; short
stories; traditional tales; fairy tales; myths and legends; novels;
picture books; play scripts; improvisations |
-
Orientation; series of complications; resolution
-
First person; third person narrative?
-
Description; dialogue
-
Figurative language
-
Mood; atmosphere
-
Characterisation
|
|
Literary description |
Sonnets; odes; lyrics;
novels
|
-
figurative language
-
rhyme; rhythm
-
verses
|
|
Personal
recount
|
Letters; postcards; diaries;
journals |
-
First person
-
Intimacy
-
Informal language
-
Slang
|
|
Literary recount |
Retellings; biographies;
anecdotes |
- Orientation
- Events in
sequence
- Description
- Figurative
language
|
|
Personal response/Review |
Reviews with personal
recommendations
Objective reviews of books,
films, plays etc. |
- Third person
analysis
- First person
evaluation
- Description
- Textual
references
- Some emotive
language?
|
|
Factual texts
|
Some text forms |
You can do these
Language features
-
choose three to four
-
make sure they are key
features; not just any feature
|
|
Factual
description
|
Scientific, geographic or
newspaper reports |
|
|
Information report |
Documentaries; current
affairs programs; scientific reports |
|
|
Factual recounts |
Biographies;
autobiographies; excursion recounts |
|
|
Procedure |
Recipes; sets of
instructions; directions; safety notices |
|
|
Explanation
|
Flow charts; diagrams |
|
|
Exposition |
Debates; public speaking;
letters to the editor; advertisements; editorials; documentaries |
|
|
Discussion |
On-line web pages;
documentaries
|
|
Aspects to
consider when creating and responding to texts:
- Processes
(Whole text level): Purpose
Audience
Consistent theme
Appropriate voice or person
Tone
Register
Vocal variation
Point of view
Organisation of text
- Features
(Sentence and paragraph level):
Syntax
Sentence
structure ( simple, compound and complex)
Imagery
Paragraphs
Topic sentences
Tense
Subject and verb
agreement
-
Features (Word level):
Vocabulary
Word choice
Connotations
Synonyms and antonyms
Adjectives and adverbs
Spelling
 Bloom’s taxonomy:
a hierarchy of thinking skills
This is a ladder of skills (easiest
to hardest) your teachers may have use to plan lessons and develop whole
programmes such as the Area of Study and the Modules you have studied. The
taxonomy begins with the most basic element of a study - knowledge - and then
sequentially moves onto more complex skills. The more complex skills imply
mastery of the earlier skills.
The 'useful verbs' are cues to help
you, as a student, to determine the complexity of the question. You could apply
this taxonomy to the questions in the Area of Study reading questions in the
first section of Paper 1.
In HSC terms, this means the marks
go to the ability to demonstrate the more demanding skills.
|
These are skills that increase
in difficulty.
|
Useful verbs |
|
Knowledge |
List;
describe; write; find; state; name |
|
Comprehension |
Explain;
interpret; outline; distinguish; relate; translate; compare; describe |
|
Application |
Solve; show;
use; illustrate; calculate; construct; complete; examine; classify |
|
Analysis |
Analyse;
distinguish; examine; compare; contrast; investigate; categorise;
identify; explain; separate; advertise |
|
Synthesis |
Create;
invent; predict; construct; design; improve; devise; formulate |
|
Evaluation |
Judge;
select; choose; decide; justify; debate; verify; argue; recommend;
assess; discuss; rate; prioritise; determine |
|
