20890 ACE Language (Yr 4) Features of Online Texts

Your partner in education 

YEAR 4 

ENGLISH 

LANGUAGE: 

TEXT STRUCTURE AND ORGANISATION 

Features of online texts 

Identify features of online texts that 

enhance readability including text, 

navigation, links, graphics and layout 

(ACELA1793) 

Australian Primary Publisher 

of the Year 2015 and 2016

Australian Curriculum English – Language: Text structure and organisation (Year 4) 

Foreword 

Australian Curriculum English – Language: Text structure and organisation (Year 4) is one in a series of seven teacher 

resource books that support teaching and learning activities in Australian Curriculum English. The books focus on 

the sub-strand of Text structure and organisation within the Language strand of the national English curriculum. 

The resource books include theoretical background information, activities to develop the content descriptions, blackline 

masters, resource sheets and assessment checklists, along with interrelated links to other English strands and sub-strands. 

Titles in this series are: 

• Australian Curriculum English – Language: Text structure and organisation (Foundation) 

• Australian Curriculum English – Language: Text structure and organisation (Year 1) 






Contents 

Format of this book .................................. iv – v 

Language: Text structure and 

organisation .............................................. 2–77 

Understand how texts vary in complexity and 

technicality depending on the approach to the topic, 

the purpose and intended audience (ACELA1490) 

© Australian Curriculum: Assessment and Reporting Authority 2012 

–Teacher information ................................................. 2 

–Activities to develop the content description ....... 3–9 

–Blackline masters ............................................. 10–27 

–Assessment checklist ............................................. 28 

–Interrelated English links ........................................ 29 

– Modes, capabilities and priorities covered by the 

activities in this content description ....................... 29 

Understand how texts are made cohesive through the 

use of linking devices including pronoun reference and 

text connectives (ACELA1491) 


–Teacher information ............................................... 30 

–Activities to develop the content description ......... 31 

–Blackline masters and resource sheets .............. 32–41 





Recognise how quotation marks are used in texts 

to signal dialogue, titles and quoted (direct) 

speech (ACELA1492) 




–Blackline masters and resource sheets ............. 46–53 





Identify features of online texts that enhance readability 

including text, navigation, links, graphics 

and layout (ACELA1793) 




–Blackline masters and resource sheets ............. 58–75 





Answers .................................................... 78–83 

R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation (Year 4) 

iii

Format of the book 

This teacher resource book includes supporting materials for teaching and learning in the sub-strand of Text structure 

and organisation within the strand of Language in Australian Curriculum English. All content descriptions in the substrand 

have been included, as well as teaching points based on the Curriculum’s elaborations. 

While the book focuses on the sub-strand of Text structure and organisation, activities and interrelated links to other 

strands and sub-strands have been incorporated. 

Each section supports a specific content description and follows a consistent format, containing the following 

information over several pages: 

• activities to develop the content descriptions • student blackline masters • resource sheets 

• interrelated English links 

• assessment checklist 

Answers relating to student blackline masters have been included at the back of the book. 

The length of each content description section varies. 

Teacher information includes background information relating to the content description, as well as 

related terms and desirable student vocabulary and other useful details which may assist the teacher. 

Related terms includes vocabulary 

associated with the content description. 

Many of these relate to the glossary 

in the back of the official Australian 

Curriculum English document; 

additional related terms may also have 

been added. 

Student vocabulary includes words 

which the teacher would use— 

and expect the students to learn, 

understand and use—during English 

lessons. 

Further resources by R.I.C. 

Publications or other publishers 

or authors are included where 

appropriate. 

? What this means 

provides a general 

explanation of the content 

description. 

T Teaching points 

provides a list of 

the main teaching points 

relating to the content 

description. 

E Elaborations are a 

list of elaborations 

based on those in the 

content description. 

Activities to develop the content 

description includes descriptions or 

instructions for activities or games 

relating to the content descriptions 

or elaborations. Some activities are 

supported by blackline masters or 

resource sheets. Where applicable, 

these will be stated for easy reference. 

Australian Curriculum English – Language: Text structure and organisation (Year 4) www.ricpublications.com.au R.I.C. Publications ® 

iv

Format of the book. 

Blackline masters and 

resource sheets are provided 

to support teaching and 

learning activities for each 

content description. These 

include worksheets for class 

use, games, charts or other 

materials which the teacher 

might find useful to use or 

display in the classroom. For 

each blackline master the 

content description to which it 

relates is given. 

Interrelated English links 

lists other links covered within 

the Language strand, Literature 

strand and Literacy strand of 

English that are incorporated in 

the activities provided with the 

content description. While the 

book’s approach focuses on the 

Text structure and organisation 

sub-strand, the links show the 

integration across the three 

strands. 

Each section has a checklist 

which teachers may find useful as 

a place to keep a record of their 

observations of the activities to 

develop the content descriptions. 

Answers for student worksheets 

are provided at the back of the 

book. 

A table showing the Language 

modes, General capabilities 

and Cross-curriculum priorities 

covered by the activities in each 

content description is provided. 


v

Text structure 

and organisation 

Identify features of online texts that enhance readability including 

text, navigation, links, graphics and layout (ACELA1793) 


Activities to 

develop the 

content description 

E1. Participating in online searches for information using navigation tools and discussing similarities 

and differences between print and digital information. 

Pages 58–74 provide a resource sheet and a related student blackline. Teachers can scan the resource sheet and put it on an interactive whiteboard, or give 

copies of the page to the students to read together. The blackline is designed for the students to complete alone once they have read the information on the 

resource sheet. The pages are best completed in order, as some terminology used in later pages is introduced in earlier ones. 

• Online texts (pages 58–59) 

Use school computers, interactive whiteboards or electronic tablets to show the students some different kinds of texts they can read or view online. 

Discuss the basic features of the online texts viewed. If possible, set up a website of your own. Teachers wishing to learn more about creating websites 

can view tutorials for free at W3Schools or try . Students help decide which font to use, 

how much white space to leave, and what sort of graphics should be placed on the page (and where). 

Students can make a list of their own favourite online texts or websites. Teachers can use these lists to get an idea of which online text types the 

students are viewing. Students could also make a list of different interactive features they are familiar with. 

• Readability (pages 60–61) 

Students can look at some different newspapers after completing the activity and discuss the readability of each. 

Bring up web pages on a shared computer and ask the students to quickly scan the page. After a few seconds minimise the page and ask the students 

to tell you what the page was about and what they noticed. Discuss how the important things were made to stand out. 

• The text (pages 62–63) 

After completing these pages, students can type emails or some texts written in class on a computer using different colours of type. As a similar activity, 

students could copy and paste one sentence and change the typeface each time, then critically analyse which fonts they fi nd easy to read. 

• Links and graphics (pages 64–65) 

Students will need access to the internet for question 4 on page 65. 

After completing the pages, compile a list of different graphics the students encounter in one day at school. 

Discuss the importance of using ‘free’ graphics when adding graphics to schoolwork such as assignments. 

Students can design, draw and scan (or create digitally) their own graphics to use in a PowerPoint presentation or digital text. 

• Web page layout (pages 66–67) 

After completing the pages, allow the students to evaluate the layout of the school website and make suggestions as to how it could be improved. They 

can suggest ways to help visitors to the site navigate better among the pages. Or set them the task of fi nding a website they fi nd readable, then present 

this site to the class, explaining their decision. 

• Search engines and navigation (pages 68–69) 

Teachers wishing to learn more about effective searching could try an online tutorial such as the one found at 

Students will need access to the internet for the activity on page 69. 

• Using navigation tools to search (pages 70–71) 

Students will need opportunities to practise searching for information online using the different navigation tools outlined on page 70. Encourage them, 

when searching, to name the different kinds of navigation they come across. 

• Print vs digital information (pages 72–73) 

– After completing these pages, visit examples of different websites together and compare them to the print version. Also try watching an interview 

online then reading the interview as a printed text. Compare how interesting and easy to understand each was. 

– Create a class blog with your students. There are various websites offering free blogs. Try websites such as wordpress or edublogs (there are stepby-step 

tutorials at and ). Collaborate with the students about what the layout should be, the typeface, text size and colour 

and which navigation features they will use to help users fi nd information. 

• Meta searching 

Practise using meta-search search engines, such as SavvySearch, that simultaneously submit searches to multiple search engines with the students. 

• Print vs digital stories (page 74) 

Students need access to the internet for this activity. If possible, give them the opportunity to compare other stories in print and online. 

• Comparing print and online texts (page 75) 

Students need access to the internet for this activity. This page compares information texts. Teachers could use the chart for an activity where the 

students compare other kinds of texts (such as a written version of a dreaming story compared with an animated version of the same story online). 

• Online comic strip 

Students can practise laying out graphics and text to make a comic readable using the Garfi eld Comic Creator game: . They could also practise uploading images and setting them out with captions and word balloons. 

Interrelated English links: See page 77 


57

Online texts 

Resource sheet 

Online texts are the things we read, watch, look at 

or listen to on a computer or other device that is 

connected to other computers or the internet. Online 

texts can be written, spoken (audio), visual, or a 

mixture of writing, images and sounds. 

The pages you see when you browse the internet, 

called web pages, are online texts. They are electronic 

documents written in a special computer language 

called HTML (Hypertext Markup Language). Blogs, 

wikis, forums, websites (a collection of web pages), 

social networks, RSS feeds, journal articles and stories 

online are also online texts. They can contain: 

❶ text: the words on the page 

❷ graphics: the photographs, drawings, 

diagrams, symbols and maps on the 

page 

❸ video: a recording that captures 

continuous motion (has both visual 

and sound parts) 

❹ animation: pictures that are made to 

give the appearance of moving 

❺ sound: things you can hear. The 

sound is often an audio file (a 

recording of sound that can be played 

back) 

❻ interactive features: you can give 

feedback, contribute to a survey, 

discuss on a forum, do quizzes, 

puzzles, or play games 

❷ 

Most online texts have hyperlinks to other web pages or documents. A hyperlink is a word (or words), 

or graphic(s), that links to other documents or to another place in the same document. 

Because online texts can have sound, colour, moving images, interactive features and hyperlinks, they 

can be quite different from printed texts. The way these features are designed to appear on the screen 

is very important. When done well, they can help to make the text readable. This means the text will 

be interesting and easy to read and understand (or watch). An online text (or printed text) that is not 

put together in a readable way can be hard to read, difficult to understand or not interesting. 


58 

❻ 

❶ 

❺ 

❸ 

❻ 

❹ 

Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793) 

© Australian Curriculum: Assessment and Reporting Authority 2012

Online texts 

1. Write a definition for online text. 

2. Label the following features of online texts using the words below in the space 

provided in the picture. 

text 

graphics video sound interactive features hyperlink 



3. In what ways can online texts be different from printed texts? 

4. What is a readable text? 


59

Readability 


A readable text is easy to read and understand and interesting to read (or watch or listen to). A text 

that is not readable can be hard to read, difficult to understand or put together in a way that makes it 

unenjoyable. There are many things that help to make a text readable; it’s not just the words that you 

read that make a text easy or hard to read. 

Both printed and digital texts need to be readable if the author or creator wants the reader to 

understand and enjoy the text. 

Newspapers and magazines make the text readable in different ways. They set out the text on the page 

in columns and add pictures or photos to help the reader understand and connect with the text. They 

use headings to show the readers where new sections start and leave enough space around the text 

and photos so that it is easy to read. An information book has various features that help the reader to 

find, understand and read information, including pictures, photos, a table of contents and an index. 

Web pages and other online texts are also designed to try to 

ensure the reader is able to read, understand and enjoy the 

text. The web pages of one site are usually carefully organised 

with text, graphics and links placed in a way that allows users 

to find, read and understand the information easily. Where the 

text is placed, the kind of type that is used, the colours that are 

used and the space that is left around paragraphs or graphics 

all affect how readable the text is. Websites will often have 

repeating patterns of links, menus and navigation, as well as 

carefully organised text and graphics on the pages to help 

make the text readable. 

When looking for information or interesting items in online texts, people don’t always read every word. 

Instead, they scan the page. Scanning means to glance at the page quickly, looking at some words and 

sentences, or looking for the information you want to find. Web pages are usually designed to make the 

text easy to scan. Some of the ways this is done include: 

• making important words 

‘stand out’ by using colour, 

bigger text size or a different 

style of text 

• using short subheadings 

that summarise the 

paragraphs 

• putting bullet points on lists 

• sometimes using fewer 

words or shorter paragraphs 

than might be used in a 

print text. 


60 

Organisation 

logo 

Sidebar 

Title 

One main column of text 

Copyright, sources, disclaimer, date, ID number 



Readability 

1. Complete the paragraph below using the words in the box. 

designed enjoys graphics text interesting scan 

Readability is how well a 

also about how 

can be understood. It is 

it is and whether or not the reader 

reading it. Web pages can be made more readable 

when the text, 

the page. Web pages are also 

readers to 

and links are organised carefully on 

to make it easy for 

the page for interesting information. 

2. How are newspapers designed to be readable? 



3. What can affect the readability of online texts? 

4. Scan this image of a web 

page with your eyes. Circle 

or highlight four words, 

sentences or images that 

catch your eye. Write why 

you think they did so. 


61

The text 


The type used to create the text in online or digital documents affects how readable the document is. 

Readability is enhanced when the type is chosen considering the following: 

Typefaces 

The design of a collection of letters, numbers and symbols is called 

a typeface. It is sometimes called a font, but a font is actually the 

digital file that tells the computer and printer how to display and 

print the different forms of typeface. 

There are thousands of different typefaces, but usually you will see 

similar typefaces being used in online texts. There are two main 

types of typefaces: serif typefaces, which have a small line at the 

end of the main stroke of a letter, and sans serif typefaces, which 

don’t have a small line. Most digital texts use sans serif typefaces. 

There are also ‘fancy’ fonts, but these are not used as often. 

Serif and sans serif typefaces are most often used because they 

are easier to read. Fancy typefaces might be used for a title or 

heading, but tend to be harder to read, so are not used as often. To 

make a text readable, most online documents use fewer than three 

typefaces. 

Text colour 

Have you ever noticed that most of the text on a web pages is black or dark colour on a white 

background? There is a reason why! A dark text on a light background is the easiest to read. Bright 

colours might make the page more beautiful or interesting, but can make the text harder to read. 

Text size 

The size of the type used on the page can help the text to be more readable. Type that is too small, or 

too large, can reduce readability. However, having the headings or subheadings in a larger size makes 

them stand out, so the reader knows there is something important or there is a new section. Too many 

different sizes in texts can be confusing, so many will often have no more than three different main font 

sizes. 

Bold, italics, underlined and capitals 

Type can be made bold, underlined and italicised. This is usually to emphasise words or short 

sentences, and to ‘break up the page’ with variety. Bold is often used for headings or titles, or a 

keyword in a text. Italics look ‘softer’, or slightly less important than using bold. Italics, bold and 

underlined text aren’t usually used for large paragraphs because this can reduce readability. If 

everything is bold, then nothing stands out ‘boldly’. Text hyperlinks should be a different colour or 

underlined so the reader knows they are hyperlinks. 

Sometimes headings or important words are written completely in capitals. This is done to help the 

reader see that something is important, or that a new section is starting. Text in ALL CAPITALS, however, 

is not used very often. Making all the letters the same size makes it harder to read by reducing the 

difference between them—and it looks a bit like the author is shouting! 


62 

Sans serif typefaces 

different typefaces 



Serif typefaces 






The text 

1. What is a typeface? 

2. Circle the best answer. What kind of typeface is used on this page? 

(a) serif (b) sans serif (c) fancy 

3. How can text colour affect readability? 

4. Look at the three examples of text. Next to each example, write if you think it is 

readable or hard to read, and why. 



(a) readable hard to read 

(b) readable hard to read 

(c) readable hard to read 


63

Links and graphics 


Links 

A link (short for hyperlink) is a word, phrase or image in an online text that takes the user to a new 

web page, document or a new part of the page you are already on. Links are found in nearly all web 

pages, allowing users to move between different pages very quickly. 

Hyperlinks can take the user to: 

another website 

another page in the same website 

a page or image in another website 

a file on a connected computer 

an email address. 

Links are an important part of readability. They make it possible to go to other pages, documents, 

images or websites. Links make it possible to move around the pages of a website in an order rather 

than opening several web pages or sites at the same time. 

When you move the arrow or cursor over a hyperlink, the arrow should change to a small 

hand . Text hyperlinks are usually a different colour, font or style from the rest of the text on the 

page. They are often blue and underlined. Other links are shown as graphics or are in the navigation 

bars. 

Graphics 

Graphics are photographs, drawings, graphs, diagrams, symbols, shapes, designs, logos, maps and 

other images. They are often used to help the reader understand and remember the text. 

Graphics that are placed carefully on a page help to make a text more readable by: 

• adding meaning to the text or helping to explain the message in the text 

• helping the reader to identify with the message (for example, a website for a pet rescue service 

might have pictures of cute or rescued animals) 

• breaking up big chunks of text 

• making a page look more interesting. 

A graphic that is too small, is too distracting (such as 

flashing pop-ups), is not relevant to the topic or does not 

have enough space between it and text, does not help 

readability. 

Some graphics are links that, when clicked, will take 

you to another page or a larger version of the graphic. 

A graphic such as a little house icon or a company logo 

can link to the website’s home page. The back button is 

a hyperlink graphic linking to the previous page. 




64

Links and graphics 

1. What can a link look like on a web page? 

2. How do links help make online texts readable? 

3. How do graphics help to make online texts readable? 



4. Use the internet to go to . 

(a) 

Describe four different kinds of graphics you see on the website. Write 

how each graphic enhances readability. 

(b) Find and describe two different kinds of links. 


65

Web page layout 


Layout is the way the text and graphics are set out on a page. The layout of a web page is a very 

important part of an online text’s readability. It shows the user where he or she is, names the page, 

breaks the page into sections and shows the user the most important parts of the page. Laying out text 

and graphics carefully helps to make a page easier to read and understand. 

Hierarchy 

Hierarchy means organising things according to how 

important they are. An online text needs to show the 

reader how important the different sections of the 

text are. This helps the reader to make sense of the 

text. Readability is enhanced, for example, if the title 

is the first thing a reader sees, then an introduction, 

with easily identifiable headings and text. The most 

important items in other pages on a website should be 

available through links in the main navigation bars. 

Sentences 

Online texts need to have sentences that the audience 

finds readable. Sentences that have too many difficult 

words or are too long reduce readability. 

Paragraphs 

Large or very wide paragraphs can be hard to read in 

an online text. The lines should not be too close or too 

far apart, and not too long or short. Long lines of text 

can be hard to read and make it hard to find your way 

back across the page to the next line. Text that is leftjustified 

makes large ‘blocks’ of text easier to read. 

Headings and subheadings 

Headings should let the reader know what the next section of text is about. The headings and 

subheadings can be scanned by readers for words of interest. Headings that are descriptive and help to 

break up the text make it more readable. Headings are best when they are slightly larger than the rest 

of the text and are in bold type. 

Graphics 

Graphics that help to explain a part of the text should be placed near that text. They should not be too 

small or too large. 

White space 

If everything is squashed together, reading and navigating a web page can be difficult. White space is 

an important part of readability. This is the ‘empty’ space between the paragraphs, lines of the text and 

graphics. White space breaks up large blocks of text, separates graphics and text and helps the reader’s 

eyes move around the text. 


66 



Web page layout 

Describe the layout (paragraph size, line length, hierarchy, headings, graphics and 

white space) of the two web pages below and how it affects the readability of 

each page. 




67

Search engines and navigation 


When you want to use the internet, you open up a web browser. This is a computer program for 

accessing sites or information on a network (such as the World Wide Web). Some examples of web 

browsers are Internet Explorer , Safari , Firefox or Chrome . Web browsers let people access the 

contents of web pages on the World Wide Web. 

There are millions of web pages on the internet. If you know the address of the website you want 

to visit, you type it into the web browser. If not, you use a search engine to find the web pages 

containing the information you are looking for. A search engine is a computer program that searches 

documents, especially on the World Wide Web, for a word or words, then gives a list of links to places 

they are found. Search engines allow users to find websites or documents with the information they are 

looking for. Google , Bing , Yahoo search and Ask are examples of search engines. 

To help the search engine find exactly what you are looking for, you have to type exactly what you are 

looking for into the search bar. Type at least two words into the search bar. Use nouns and put the main 

subject first. Some words like ‘and’, ‘in’, ‘or’ and ‘of’ are often ignored by search engines in order to 

make the search quicker. 

If you type in two words, the search engine will give you information on both words. If those two words 

need to be together (for expressions or phrases), place quotation marks around them. To make sure the 

search engine doesn’t give you information you don’t want, include a minus sign directly in front of the 

word. For example, if you are looking for information on how you could make olive oil soap, but not in 

a factory, you could type 

‘olive oil soap’ AND make –company –factory 

Once you reach a web page or website, you need to be able to navigate (find your way around) the 

pages without getting lost. Websites provide many different tools to help you navigate. One useful 

navigation tool is the navigation bar. It is a group or list of hyperlinks to different pages on the 

website, or to other websites or documents. The navigation bar groups the website content into a small 

number of sections. Each section is shown by an option in the navigation bar, which can be shown as 

icons, tabs or words in a ‘button’. When you move the arrow or cursor over an option, the arrow 

should change to a small hand . Clicking on one item in the navigation bar will take the user to a 

certain page or document. The navigation bar can be along the top, bottom or sides (often the lefthand 

side) of the page. 

Sometimes, when the mouse pointer 

(hand or arrow) is held over an item in 

the navigation bar, other options appear. 

This new menu can drop down from the 

navigation bar or fly out. Drop-down menus 

store large numbers of links in a small space, 

help users to find the information they need 

and make pages deeper in the website easier 

to find. Navigation helps the whole text to 

be more readable. It helps readers to work 

out where to find more information, and 

where they will go to when they click on a 

link. 


68 

Search 



Search engines and navigation 

1. Go to the internet on a computer. 

(a) 

Which web browser does the computer use? 

(b) Which search engine do you usually use? 

2. Type the word ‘labrador’ into the search engine. 

(a) 

How many hits do you get? 

(b) Type in ‘labrador retriever’. How many hits do you get? 

(c) 

Did the extra word in the search greatly narrow the number of hits? 



Yes 

No 

(d) How could you narrow the search to find information on what colours 

labrador retrievers can be? Write your keywords, including quotation 

marks, below. 

(e) 

(f) 

Search the internet for the answer using your keywords. Write it below. 

How hard or easy was it to find this information? 

(g) How did you navigate back to the search engine from the page you went to? 

3. What would you type in to the search engine if you were looking for: 

(a) 

a recipe to make a delicious cake that has no chocolate or orange in it 

(b) football cards, but not from the English league or the NRL? 


69

Using navigation tools to search 


Navigation tools help to make online texts more readable. They help the reader find out where they can 

read more information, where they are in a text, and where they will go next when they click on a link. 

As well as the navigation bar, there are other navigation tools that help make online texts readable. 

Search bar (or box) 

This is a box on a website that allows people to search the site for keywords. This is one of the best 

ways to search a website if you know what you are looking for and can’t find it on the home page. 

Typing the word or words you are looking for into the search bar with take you to a page with a list 

of links to pages that contain that word or words. This makes it easy for users to find what they are 

looking for in a website. A search facility can stop users from having to click through different pages to 

find what they are looking for. 

Page jump 

A page jump is a link to another part of the same 

page you are on. Some web pages are very long, and 

the user has to scroll down a long way to see all the 

information. Clicking on a page jump lets a user move 

to information further up or down the page. There can 

be a group of page jumps at the top of a web page, 

allowing users to quickly and easily get to the sections 

they are looking for. You use this navigation tool to find 

the information you want on a long page. 

Tags navigation 

At the bottom of the page in some blogs and news sites there can be a group of words called tags. 

Clicking on one of these keywords will take the user to a list of the articles in the website on that topic. 

They are can be listed alphabetically, or in order of popularity. Tags can take you to other documents 

where you can find more information. 

The URL 

The URL (Uniform Resource Locator) is the address for the site you wish to visit. The letters http at the 

beginning of the URL indicate that the site is a web server. The part after the double slashes indicates 

the name of the server that holds the requested information. The information to the right of a single 

slash is the path to the requested file. You can use the parts of the URL to find information. If doesn’t work, try and 

if you still get an error, try , and so on down to the home where you can find the main navigation. 


70 



Using navigation tools to search 

1. Four navigation features from page 70 are shown in the picture of a web page 

below. 

(a) 

Circle or highlight the four navigation features 



(b) Write each feature and how it can be used to search for information. 


71

Print vs digital information 


Print information is what we read in books, catalogues, journals, magazine, newspapers and 

newsletters. Digital information is what we see on the internet, computer or a variety of handheld 

electronic devices. They are audio or visual (or a mixture of both) texts produced through digital or 

electronic technology. 

Digital and printed texts share many similar features. They both have words, which mean the same 

thing regardless of the format. Both print and digital texts can use a combination of text and images 

and can have different sized, styled and coloured text. They both should have correct spelling and 

grammar. However, some features of digital texts are different from printed texts. 

A main difference lies in what readers can do with a digital text. While a printed text can only be 

held, read and looked at, a digital text can also be watched, listened to, copied and pasted, clicked 

on and sometimes changed or added to. With digital information, there can be added combinations 

of movement and sound that can add to understanding (e.g. the reader can watch a video of a horse 

running or listen to the howl of a wolf). 

Another main difference is that while printed texts appear on paper, digital texts need a screen. The 

screen does more than just show the text; it usually also has other options such as windows, frames, 

links, navigation bars, menu buttons and a cursor. 

Other pages 

are accessed 

using the 

cursor, menu 

options or 

links. 

Digital texts can be searched or read aloud 

by a computer or other electronic device. 

Brachiosaurus 

Brachiosaurus was a 

very large dinosaur. It 

was taller than a fourstorey 

building and 

weighed about the 

same as 800 people. 

Brachiosaurus was 

longer than five cars. 

Even though it was 

big, it didn’t have 

sharp teeth. It ate 

large amounts of 

leaves from the 

treetops. 

prev 

Font size 

Aa Aa Aa 

With some kinds of digital texts, the information can be checked and changed much easier than 

information that has been printed. If the content is online, the authors have the opportunity to 

continually update and change their images and text. It takes much longer to change something that 

has already been printed. 

Digital information can be created and sent to many people quickly, while printed information has to 

go through the printing process before it is available to others. Digital information can go online and be 

accessed by many people on their mobile phones or handheld devices or computers. 


72 

0:00 / 7:00 

next 

Video and 

sound files can 

be accessed. 

The font size 

can be changed 

on some digital 

texts. 



Print vs digital information 

For this activity you will need a recent newspaper and 

access to the internet. Type the address below into the 

search engine: 

 

1. Compare the print newspaper and the online news. 

Write three similarities and differences you can find. 

Think about the information, how it is organised and shown, the depth of 

information shown, navigating, interactivity, advertising and so on. 



Similarities 

Differences 

2. Write which text you find easier to read and more interesting, and why. 


73

Print vs digital stories 

Use the internet to read the story of the Trojan horse at . Read the same story below. Write three 

similarities and three differences between the printed version and the digital one. 

There was a long battle between the warriors of Greece and Troy. Prince Paris from 

Troy had taken away the Greek queen, Helen. The Greek warriors set sail for Troy to 

fight for their queen. 

After ten years of fighting outside Troy, the Greek soldiers were fed up and wanted 

to return home. They came up with a plan to end the war. They built a big wooden 

horse which they put in the middle of their camp. Then they pretended to leave 

Troy in their ships. But while some did leave, many soldiers actually hid inside the 

wooden horse. 

After the Trojans watched the Greek soldiers leave, 

they went out to check the empty camp. They found 

the wooden horse but could not work out what it was. 

Some wanted to take it into the city, others thought it 

was a gift to Zeus, a god, and that touching or moving 

it would upset Zeus. Some Trojans pulled it into the city. 

A huge celebration started because the war was over. 

Everybody feasted, drank and danced until eventually 

they all went to sleep. At this moment a hidden flap 

opened underneath the wooden horse. Out crept the 

Greek soldiers. They killed the sleeping troops, rescued 

Queen Helen, and set sail for home. 

Similarities: 

Differences: 




74

Comparing print and online texts 

1. Fill in the chart below to compare a printed text (such as an informational book) 

with an online text (such as ). 

Print information 

Online information 

How can a reader 

change pages? 

Which features 

show the reader 

the main chapters 

or sections? 



What kind of 

graphics/diagrams 

are shown? How 

do they help 

readability? 

How can the reader 

find definitions or 

more information 

about people or 

places mentioned 

in the text? 

How is bold, 

italicised, coloured 

or underlined type 

used in the text? 

Can the text be 

changed in any way 

by the reader? If so, 

how? 

2. Write which text you think is more readable, and why. 


75




including text, navigation, links, graphics and layout 



Assessment 

checklist 

Student Name 

Understands the 

concept of readability 

Identifi es features of 

online texts 

Identifi es how text 

colour, size and style 

affect readability 

Identifi es the ways 

graphics and links 

affect the readability 

of online texts 

Identifi es how the 

layout of a web page 

affects readability 

Demonstrates use of 

search engines and 

navigation features to 

search for information 

Identifi es some 

similarities between 

print and digital or 

online information 

Identifi es some 

differences between 

print and digital or 

online information 


76







Interrelated 

English 

links 

Below is a list of links within the Language strand, Literature strand and Literacy strand of English that are covered within the activities provided with the 

content description above: 

E1. Participating in online searches for information using navigation tools and discussing the similarities and 

differences between print and digital information. 

• Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602) 

• Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603) 

• Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604) 

• Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and 

information (ACELY1687) 

• Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690) 

• Read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using processing strategies for example monitoring 

meaning, cross checking and reviewing (ACELY1691) 

• Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and 

evaluating texts (ACELY1692) 

• Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio 

elements (ACELY1697) 

The above links are reproduced with permission from ACARA. 


Modes, capabilities and priorities covered by the 

activities in this content description 

Language modes 

Listening ✔ 

General capabilities 

Literacy 

✔ 

Speaking 

✔ 

Numeracy 

✔ 

Reading 

✔ 

Information and communication 

technology (ICT) capability 

✔ 

Viewing 

✔ 

Critical and creative thinking 

Writing 

✔ 

Personal and social capability 

Ethical behaviour 

Intercultural understanding 

Cross-curriculum priorities 

Aboriginal and Torres Strait Islander histories and cultures 

Asia and Australia’s engagement in Asia 

Sustainability 

✔ 


77







Answers 

Online texts .................................................... page 59 

1. Online texts are the things we read, watch, look at or listen to on a 

computer or other device that is connected to other computers or the 

internet. 

2. 

3. Online texts can have sound, hyperlinks, colour, moving images and 

interactive features. 

4. A readable text is one that is easy to read and understand, interesting 

and enjoyable to read (or watch). 

Readability ...................................................... page 61 

1. Readability is how well a text can be understood. It is also about how 

interesting it is and whether or not the reader enjoys reading it. Web 

pages can be made more readable when the text, graphics and links 

are organised carefully on the page. Web pages are also designed to 

make it easy for readers to scan the page for interesting information. 

2. In newspapers the text is set out in columns, pictures or photos are 

added to help the reader understand and connect with the text, 

headings are used to show the readers where new sections start and 

enough space is left around the text and the photos so it is easy to 

read. 

3. The readability of online texts is affected by the placement of links and 

graphics, where the text is placed, the kind of type that is used, colours 

used and space around the text and graphics. 

4. Teacher check 

The text ........................................................... page 63 

1. A typeface is the design of a collection of numbers, letters and symbols. 

2. (b) sans serif 

3. If the text is a bright colour, it can make it harder to read, so the text is 

normally a dark colour on a light background. 

4. Teacher check. 

The fi rst example being in capitals in a fancy text without paragraph 

breaks should be diffi cult to read. The second example has evenly 

spaced words, clear text, and bullet points and should be the easiest to 

read. The last text has small print and columns that are too narrow. 

Links and graphics ......................................... page 65 

1. Text hyperlinks are usually a different colour, font or style, often 

blue and underlined. Other links are shown as graphics or are in the 

navigation bars. 

2. Links make it possible to go to other pages, documents, images or 

websites. 

3. Graphics add meaning to the text or helping to explain the message 

in the text, help the reader to identify with the message, break up big 

chunks of text and make look a page look more interesting. 

4. (a) There is the symbol of the Australian Government which helps 

people know which site they are on. There is a photo of landscape 

in the Northern Territory which helps users understand what the 

place looks like, and to connect with the text. There are maps to 


82 

help the users understand the text. There are linked images/icons at 

the bottom of the page that can take users to more information. 

4. (b) There are many different links on the page. There are links to PDFs, 

text links (in blue type that become underlined when the mouse 

pointer is held over them). There are links in the navigation bars at 

the top and bottom of the page and from the drop-down menus at 

the side of the page. There are graphic links, such as the very small 

image of Australia at the right-hand side of the table on the page. 

Web page layout ............................................ page 67 

The fi rst web page image is clearly laid out. The navigation is at the 

top of the page, there is a clear title and hierarchy. The lines are a good 

distance apart and the paragraphs are short. There is enough white 

space around the text and graphics. The graphics are a good size and 

help to explain the text. The second web page is not as well laid out as 

the fi rst. There is no title, and no clear hierarchy. The sentences are long 

and the lines very close together. There is no clear navigation and the 

graphic is very small. 

Search engines and navigation ..................... page 69 

1. (a)–(b) Teacher check 

2. (a)–(b) Teacher check 

(c) yes 

(d) Teacher check 

(e) Labrador retrievers can be one of three different colours (chocolate, 

yellow or black). 

(f) Teacher check 

(g) Using the back button. 

3. Answers will vary; an example of each is 

(a) delicious ‘cake recipe’ -chocolate -orange 

(b) ‘football cards’ – ’English league’ – NRL 

Using navigation tools to search .................. page 71 

1. (a) students should highlight the URL, Tags, page jump and search bar. 

(b) The search bar is used by typing the word or words you are looking 

for to go to a page with a list of links to other pages that contain 

that word or words. 

The page jump is a tool to fi nd the information you want on a long 

page. It lets a user move to information further up or down the 

page quickly and easily get to the sections they are looking for. 

Tags navigation can help a user search for more information based 

on keywords. Clicking on a keyword will take the user to a list of 

the articles in the website on that topic where more information 

can be found. 

Users can use the parts of the URL to fi nd more or better 

information. 

Print vs digital information ........................... page 73 

1. Some examples of similarities include: 

Both texts have words which are correctly spelled. Both texts have a 

layout that includes graphics, photographs or other images that help 

the reader to understand and connect with the text. Both texts have 

captions accompanying the photographs to explain the picture shown. 

Both texts have mostly black print on a white background. Both have 

advertising. 

Some examples of differences include: 

The online newspaper allows access to old as well as current stories 

and information. The online news site has a search bar that can take 

users to a list of pages containing a certain keyword they are looking 

for. The news website has video and slideshow facilities. The newspaper 

pages are changed by turning them with your hands, while the online 

news pages are changed by clicking on links. The newspaper pages are 

numbered, the news site pages are not. 

2. Text preference: teacher check.







Answers 

Print vs digital stories .................................... page 74 

Some examples of similarities: 

Both texts have words which are correctly spelled. Both texts are 

illustrated. 

Some examples of differences: 

The illustrations in the digital text are in colour. When the illustrations 

are clicked, they become animated. Sometimes the animation has 

sound as well. The text can be read aloud by the computer (or other 

device). The printed story is on one page while the online version is on 

a number of pages that are changed by clicking on arrows (links). The 

story is slightly different. 

Comparing print and online texts ................ page 75 

1. 

Print information Online information 

How can a 

reader change 

pages? 

Which features 

show the 

reader the main 

chapters or 

sections? 

What kind 

of graphics/ 

diagrams are 

shown? How 

do they help 

readability? 

2. Teacher check 

Pages are changed by 

moving them with your 

hands. 

The table of contents 

shows the chapters. 

There are different 

diagrams to help the 

reader to understand 

and connect with the 

text. 

How can the The glossary gives a 

reader find defi nition of some 

definitions or words. 

more information 

about people 

or places 

mentioned in the 

text? 

How is bold, Teacher check 

italicised, 

coloured or 

underlined type 

used in the text? 

Can the text 

be changed in 

any way by the 

reader? If so, 

how? 

No 

Pages are changed by 

clicking on links. 

The navigation options 

show the main sections 

of the website. 

There are photographs, 

tables and pictures 

that help the reader to 

understand the text. 

Some graphics are 

links to other pages. 

Some names of places 

or people are text 

hyperlinked to more 

information. 

Larger print size for 

headings of sections. 

Blue and underlined 

text shows links. Bold 

print is used in the 

table. 

The text size can be 

made smaller or larger 

using the buttons near 

the top right corner of 

the page. 


83

20890 ACE Language (Yr 4) Features of Online Texts

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