Embedded Files
Definition
Definition
Language devices are described as the “language forms and features that are used to shape meaning in texts; for example figurative language or soliloquy.”
(NSW English K-10 Glossary)
Teaching and learning activities
Teaching and learning activities
The resources below provide targeted teaching strategies to support student improvement in this skill.
Each downloadable lesson activity includes:
learning intentions
a list of required resources
a step-by-step lesson sequence
printable classroom materials
Select the download all icon to download all available activities or select each activity separately.
Understanding language devicesTeacher guided - A teacher directed activity focused on understanding, recognising and using language devices
Using language devices in imaginative textsAn activity where students read and analyse the language devices used in an imaginative text extract and create their own examples.
Using language devices in persuasive textsAn activity where students read and analyse the language devices used in a persuasive text extract and create their own examples.
Metaphor wheel An activity where students use a wheel to help them form and understand metaphors. Students then use their understanding to create metaphors using images.
NewsflashStudents read different extracts and use language devices to develop headlines.
Image to extractAn activity where students look at images and create a description of each image using different language devices before transforming it into a written extract.
Download all (ZIP)Download the resource pack containing all activities.
PLAN2 Areas of focus
PLAN2 Areas of focus
An Areas of focus template has been created in PLAN2 to support targeted teaching of Text structure in your learning area.
Search for the DoE template titled ‘DoE HSCMinStd Writing: Text structure’ in the Areas of focus template library tab within the Plan menu, and customise it for your students’ needs.
For more information about using PLAN2 Areas of focus templates with this resource, visit the Using this resource with PLAN2 page.
Relevance to writing test marking
Relevance to writing test marking
The feedback for a Level 3 performance in the HSC minimum standard online writing test states:
Individuals performing at this level typically “sequence writing to produce cohesive texts and vary language to suit the audience and purpose.”
Students’ understanding and use of language devices contributes to the control of language as their appropriate use of persuasive or literary devices demonstrates their understanding of and ability to use language to create and enhance meaning.
Connections with ACSF Level 3 descriptors
Connections with ACSF Level 3 descriptors
The relevant Level 3 ACSF descriptors for writing are shown here to demonstrate how ideas are assessed in the HSC minimum standard online test. The performance features identified show what a student is able to do in order to achieve at this level and are provided to support teachers to understand what is required to achieve a Level 3 in this skill.
Writing Indicator .05: Audience, purpose and meaning-making
Focus area: Audience and purpose
Level 3 performance features:
Demonstrates the need to vary written language to meet the requirements of the audience and purpose
Writing Indicator .06: The mechanics of writing
Focus area: Vocabulary
Level 3 performance features:
Where appropriate to task or context, uses some common idioms
Connections with National Literacy Learning Progressions
Connections with National Literacy Learning Progressions
The progressions describe a typical developmental sequence of literacy and numeracy learning. The literacy progression sub-elements, levels and indicators relevant to ideas are provided here to assist teachers to identify students’ capabilities and needs to support targeted teaching.
Element: Writing
Sub-elements: Creating texts (CrT)
CrT7 — Vocabulary
CrT7 — Vocabulary
uses expressive words to describe action and affect the reader (e.g. tiptoed, instead of walked)
uses creative wordplay to affect the reader (e.g. repetition, alliteration)
CrT9 — Text forms and features
CrT9 — Text forms and features
Persuasive
Persuasive
uses a broader range of modal verbs and adverbs (e.g. definitely)
CrT9 — Vocabulary
CrT9 — Vocabulary
Persuasive
Persuasive
selects vocabulary to persuade (e.g. uses words to introduce an argument such as obviously)
Imaginative
Imaginative
uses vivid and less predictable vocabulary to affect the reader (e.g. stroll or prowl for walk)
uses vocabulary to evoke humour (e.g. pun)
CrT8 — Vocabulary
CrT8 — Vocabulary
Persuasive
Persuasive
uses a range of learnt topic words to add credibility to arguments
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