The purpose is to explain the definitions of the different environment resources, including renewable, non-renewable, and continuous resources.
Text Type: Description
Expected Text Structure:
General statement- provides a general and simplified statement introducing or identifying the phenomenon and gives an introduction to core concepts that will be addressed
Sequenced statements- provide evidence that supports the writer's position based on explaining the phenomenon in relation to the subject of the text.
Concluding statement- highlights the major points used to support author’s ideas about the topic.
Expected Language Features:
Explanation text is meant to establish that the phenomenon is present and then there is an explanation on how this came to be. The text involves a clear sequencing and clarity so that it is easy to follow for the readers. Explanation texts have language features which include sequential connectives and paragraphing, the use of present tense, formal tone, and causal language and punctuation (Akhondi, Malayeri & Samad, n.d.). In such a text, there is also a common use of action verbs, time connectives, and causal connectives.
Expected Literacy Skills
According to News South Wales Syllabus, a stage 3 student is able to meet certain levels of skills in English (ACARA, 2011; BOSTES, 2015):
Should be able to understand the process to be explained
Should be able to discuss, debate and produce ideas on a particular topic to structure the necessary research
Imagines, creates, and interprets information to come up with connections that present strong ideas related to the topic
Communicates with a number of audiences using challenging language, issues, and ideas
Writes logically and coherently, using well-constructed sentences and correct use of grammar, spelling, and punctuation
Combines knowledge from a variety of texts and different sources and applies critical thinking and judgment to establish the validity and credibility of sources
Purpose: Descriptive-
The purpose is to share information and facts and give specific descriptions on the subject relating to environmental resources.
Text Type: Descriptive
Expected Text Structure:
General statement- introduces the topic and highlights the elements related to the discussion topic
Sequenced statement- presents more detailed statements that include facts on the topic, often grouped in paragraphs or under subheadings to provide the reader with more information
Concluding statement- presents a summary that connects the main ideas presented in the body of the descriptive writing and themes presented in the introduction
Expected Language Features
Linking ideas is an important element of descriptive writing (Queensland Government, n.d.). Descriptive texts are usually written in third-person present tense, includes technical vocabulary, action words, linking words, adjectives, signal words, and factual descriptions (Letter, 2016). It also uses nonfiction text features and language specific to the topic.
Expected Literacy Skills:
According to the information provided on writing techniques in the News South Wales Syllabus, stage 3 students should be able to demonstrate certain levels of skills in English (BOSTES, 2015):
Should be able to group facts together in paragraphs and show the connection between ideas
Should be able to interpret facts and express ideas in own words
Demonstrate effective use of spelling, punctuation, and grammar
Ensure the information is connected to the topic under discussion
2. Analysis of student work samples to identify literacy needs
For each of the two student’s work samples, identify and explain the purpose and type of text presented.
Text Structure
The first student has not followed the structure of an explanative text. The student did not include a title that could guide the readers as to what was to be explained. However, they start with a general statement that gives a rough idea of what environmental resources are about. The sequence statements that are meant to have more information and to build up from the general statement follow (Blake Education, n.d.). The statements are more detailed and the author’s attention focuses on the title.
Language Features
The text is based on a subject that is not human, which is the case for most of the explanation texts. The student has been able to combine the general statements in the texts using sequenced statements. The use of passive voice has been consistent throughout the text and has facilitated the link between statements in the text. The author sticks to simple statements such as, “water is usually called a renewable resource.” The constant use of the term “resources” to ensure the reader is taken back to the subject of the text. However, the author does not stick to the present tense expected when writing the explanation texts.
Literacy Skills
The words in these texts are well spelled but there are mistakes in the formation of some sentences. For instance, in a case where the writer writes, “water is usually called a renewable resource but some problems with water.” There is a poor formation of sentences showing the author’s lack of skill in sentence formation despite how it should be at this level. A sentence like, “Water is usually called a renewable resource but some problems with water.” Other mistakes include the formation of a sentence like, “People interfere with water sources and pollution is a issue.” The student does not have a certain level of sentence structure, punctuation, grammar and vocabulary to form correct and cohesive sentences.
Text Structure
This student follows the structure of an explanation text although they still did not include a title like the first student. The student creates an introductory statement that informs the reader about what environmental resources are and in which ways they are classified. The author uses easy to understand words and formulated sentences that indicate a deeper understanding of the skills that include language, topics, and text structuring. The introduction sentences in the paragraphs give a general statement of how to give a brief introduction, giving an understanding of the title. The statement is followed by sequence statements that give more details and even include examples in some cases.
Language Features
Timeless present tense and technical terms have been used in the text considering the topic is of a factual nature. The text pays attention to the subject, environmental resources, and the text is entirely consistent in its relation to the subject. There was also no evidence of misspelled words in student 1’s text. The text was quite short and precise and has made use of adjectives to comprehensively and precisely explain why water is viewed as a renewable resource.
Literacy Skills
Based on the NSW syllabus, this student has better skills than the first student. The student has exhibited stage 3 English and writing proficiency. The student is able to communicate effectively on a range of challenging topics by arranging them sequentially. The student has effectively utilized correctly spelled words and phrases in the texts. The selection of words, proficient formulation of sentences, and logical organization of ideas means the text can be read by various audiences. The student’s level of skill can be identified by the ability to choose the right words and the short precise sentences as well as the logical flow of ideas in the paragraphs.
3. Supporting students’ literacy needs
Areas that need addressing
Outcome: Identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts.
-Formulate sentences and descriptions that are less generic. The sentences should be more detailed with information that is relatable to different cultures.
Outcome: Composes, edits, and presents well-structured and coherent texts resources.
-Wordiness- Consider the selection of words that express clear thoughts or strong feelings, wordiness only approximates ideas.
Outcome: Uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies
Sentence transitioning- Consider the use of words that tie one sentence to the next, for example, firstly, secondly, and lastly
Correct use of grammar- Consider formulating sentences that are correctly phrased and punctuated
Areas that need addressing
Outcome: Uses knowledge of sentence structure, grammar, and punctuation to compose comprehensible, well-structured and coherent texts
- Sentence clarity- Consider using short and no left branches sentences that take the readers directly to the point
References
ACARA. (2011). Year 2 English - Student Portfolio Summary. Retrieved from http://www.acara.edu.au/curriculum/worksamples/ac_worksample_english_2.pdf
Akhondi, M., Malayeri, F. A., & Samad, A. A. (n.d.). How to Teach Expository Text Structure to Facilitate Reading Comprehension | Reading Rockets. Retrieved from http://www.readingrockets.org/article/how-teach-expository-text-structure-facilitate-reading-comprehension
Blake Education. (n.d.). Explanation Texts: Structure and features of explanation texts. Retrieved from http://assets.readingeggsassets.com/teacher_resources/rex/writing/pdfs/upper/explanation_text_introduction_and_overview-fp-916c1fe4.pdf
BOSTES. (2015). NSW Syllabus: Stage 3 outcomes. Syllabus.bos.nsw.edu.au. Retrieved from http://syllabus.bostes.nsw.edu.au/stage-3-outcomes/
Colorado Initiative. (n.d.). Five Expository Text Structures and their Associated Signal Words. Retrieved from http://www.coloradoedinitiative.org/wp-content/uploads/2014/04/LDC-Text-Structure-Guide.pdf
Letter Pile. (2016). Four Different Types of Writing Styles: Expository, Descriptive, Persuasive, and Narrative. LetterPile. Retrieved from https://letterpile.com/writing/Four-Types-of-Writing
Plymouth City Council. (n.d.). Persuasive Writing Techniques. Retrieved from http://www.plymouth.gov.uk/advocating_abolition_resource_twelve.pdf
Queensland Government. (n.d.). NAPLAN — Literacy Sample texts for teaching persuasive writing. Retrieved from https://www.qcaa.qld.edu.au/downloads/p_10/naplan_persuasive_sample.pdf
