20895 ACE Language (Yr 6) Structures and Language Features

Your partner in education 

YEAR 6 

ENGLISH 

LANGUAGE: 

TEXT STRUCTURE AND ORGANISATION 

Text innovation: structures and language features 

Understand how authors often innovate 

on text structures and play with language 

features to achieve particular aesthetic, 

humorous and persuasive purposes and 

effects (ACELA1518) 

Australian Primary Publisher 

of the Year 2015 and 2016

Australian Curriculum English – Language: Text structure and organisation (Year 6) 

Foreword 

Australian Curriculum English – Language: Text structure and organisation (Year 6) 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 .............................................. 2–94 

Understand how authors often innovate on text 

structures and play with language features to achieve 

particular aesthetic, humorous and persuasive 

purposes and effects (ACELA1518) 

© Australian Curriculum: Assessment and Reporting Authority 2012 

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

–Activities to develop the content description ....... 3–5 

– Blackline masters and 

resource sheets .................................................. 6–55 

–Assessment checklist ............................................. 56 

–Interrelated English links ........................................ 57 

– Modes, capabilities and priorities covered by the 

activities in this content description ........................57 

Understand the uses of commas to separate clauses 

(ACELA1521) 


–Teacher information ................................................ 76 

–Activities to develop the content description .......... 77 

– Blackline masters 

and resource sheets .......................................... 78–91 

–Assessment checklist .............................................. 92 

–Interrelated English links ......................................... 93 


activities in this content description ........................ 93 

Answers .................................................... 94–99 

Understand that cohesive links can be made in texts 

by omitting or replacing words (ACELA1520) 


–Teacher information ............................................... 58 

–Activities to develop the content description .......... 59 

– Blackline masters and 

resource sheets ................................................. 60–73 

–Assessment checklist ............................................. 74 

–Interrelated English links ........................................ 75 


activities in this content description ....................... 75 

R.I.C. Publications® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation (Year 6) 

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: 

• activites 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. 

Text structure 

and organisation 

Understand how authors often innovate on text structures and play Activities to 

with language features to achieve particular aesthetic, humorous and 

persuasive purposes and effects (ACELA1518) 

develop the 

© Australian Curriculum: Assessment and Reporting Authority 2012 content description 

? 

? 

What this means 

provides a general 

explanation of the 

content description. 

Teaching points 

provides a list of 

the main teaching 

points relating to the 

content description. 

Elaborations are a 

list of elaborations 

based on those 

in the content 

description. 

E1. Analyse and compare some elements of the text structure and language features of a range of texts, 

to identify the reasons for the writers’ choices. 

• Text types resource pages (pages 6 to 9) 

Some elements of the purpose, structure and language features of the following text types are summarised in tables on these four resource pages. 

• Narratives • Procedures • Recounts • Expositions 

• Explanations • Reports • Discussions • Descriptions 

Students at this stage should be expected to be familiar with some of the elements of different text types. But they also need to realise that few texts 

would exactly ’fit’ one of these. 

However, this type of information should be a helpful reference for students when they are looking at texts in order to identify and understand some 

of the different choices a writer has made and why. They need to realise how much influence the intended audience and the purpose for writing a text 

influence writers’ choices and the text structure and language features they use. 

• Young cyclist remains in coma (Page 10) and Glen Wallace Primary School newsletter (page 11) 

The texts on these two resource sheets refer to the same incident. There are two activity pages based on these texts in which students are required to 

analyse, compare and contrast them and to identify the purpose for which they were written, some of the choices made by the writers and why they 

made them. (See pages 12 and 13.) 

The fi rst text is a newspaper report written to provide detailed information about an accident and to attract a reader’s interest with an attentiongrabbing 

headline. The text is written in the past tense, in the third person and there is some quoted speech from a witness and reported speech from 

the victim. Its purpose is to report to a wide audience and this is reflected in the language used. However, it could be argued that this text is in fact 

persuasive, because after reading it, many people may be more concerned and vigilant about their family members wearing bike helmets. 

By contrast, the second text is the victim’s personal account of the accident and what followed. It describes its impact on the victim, his family and 

friends and was written to be included in a school newsletter for other students to read. It is an example of persuasive text in the form of a recount. Its 

purpose is to persuade others to always wear their bike helmets, but the writer’s position isn’t stated at the beginning of the text, as is usually the case. 

In the form of a recount, it is written in the past tense and in the first person. In common with other persuasive texts, it uses emotive language and 

modal verbs of obligation and advice. 

• How hovercraft work (page 14) and Dance of the hovercraft (page 15) 

These two texts both refer to hovercraft. The two activities pages in which students analyse, compare and contrast them are on pages 16 and 17. 

The fi rst text is an explanation about how a hovercraft works. Its purpose is to explain something as clearly and as concisely as possible. As is usual with 

many explanations, it starts with a definition, includes technical vocabulary, provides clear, concise information in a logical sequence, is written in the 

third person in the present tense, links cause and effect and includes an evaluative comment and a diagram. The information is presented in paragraphs 

organised in a logical order. 

By contrast the second text is a descriptive recount. It provides relevant background information to orient the reader, describes signifi cant events in 

chronological order, is written in the first person in the past tense, uses descriptive, imaginative and metaphorical language and similes, encourages 

visual imagery, is organised in paragraphs and concludes with an evaluative comment. 

• Coyote (Canis latrans) (page 18) and Dogs’ tails - A traditional tale (page 19) 

These two texts are about coyotes and there are two related activity pages. (pages 20 and 21) 

The fi rst text is a report on the species. It is set out similarly to many reports starting with an introduction with a defi nition, followed by relevant 

information, organised in a logical manner under appropriate subheadings. Students should understand that the purpose of organising text in this 

way is to make it easier for a reader to locate specific information. This is because readers may not require all the information presented in the report 

and they often have to find what they do need in the most efficient way possible. The report is written in the present tense and has subject-specific 

vocabulary, one word of which has been defined within the text. 

The second text is a narrative. It provides orienting information about the time, place and characters. The complication is explained and fi nally the 

resolution is described. The vocabulary may challenge some students, but it is generally supported by the context within the story. A narrative is often 

written to entertain and amuse, and unlike a report, it is not always necessary for a reader of narrative to understand every word. Readers will often 

be able to continue to read and to maintain some level of interest and understanding of narrative text with a good idea of the gist of the story. Time 

connectives make the text more cohesive. It is made more descriptive by the choice of action verbs in the past tense, many with adverbs to further 

enhance their meaning. Some readers may find the visual image evoked by the concluding statement humorous. This was the intention of the writer. 

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. 


3 

Australian Curriculum English – Language: Text structure and organisation (Year 6) www.ricpublications.com.au R.I.C. Publications ® 

iv

35 

30 

25 

20 

15 

10 

5 

1984 2012 1984 2012 

12-15yr olds 

16-17 yr olds 

Format of the bookum. 

A visit to Dr Paul White–1 

Simon considered himself a reasonably brave twelve-year-old. He enjoyed doing new 

things and finding out what he could and couldn’t do. At camp, he’d tried abseiling, 

rafting, rock climbing and even the flying fox. If he wasn’t very good at those things it 

didn’t matter, because at least he’d tried. 

Unfortunately, one biannual event always caused panic to erupt in Simon’s intrepid body. 

A visit to Dr Paul White for a check-up was definitely cause for panic. Mum was convinced 

that Dr White was an excellent dentist. Dr White was a nice enough person. He was tall 

and pleasant to look at. He had a mop of blonde hair, thick bushy eyebrows and twinkling 

brown eyes. He also liked to tell weird jokes. Dr White had attached several interesting 

pictures to the ceiling above the patients’ chair so they would have something to look at 

during examinations. Dr White, however, had one major fault—he loved cooking—usually 

with lots of garlic! Whenever he opened his mouth to speak, the odour of smelly garlic 

covered the nearest person. It seemed to hover in clouds around his body and permeate 

the whole room. It stung your eyes until they watered and stole your breath away until 

you wanted to gag. Dr White’s patients were not very sociable. They usually left as soon as 

they could. 

Today, despite his numerous failed protests, Simon’s mother was driving him to the dentist. 

Simon was determined to get the visit over and done with quickly. His mother parked the 

car, fed the parking meter and, together, they walked quickly to the surgery. They gave 

their names to the receptionist and settled down to wait. 

’Simon Bailey!’ the dental nurse called out and smiled at him. Simon took a deep breath 

and followed her into the examination room. 

’Hello, Simon!’ chortled Dr White cheerfully as he straightened the instruments on his tray. 

’How have you been?’ 

’Hi!’ mumbled Simon to the back of Dr White’s head as he continued with his task. ’I’m 

fine.’ 

’Did you hear the one about ...’ Dr White began as Simon stared at him in amazement. 

Buzzing bees seemed to fill Simon’s head as he tried to make sense of what he was seeing. 

’Not funny I know ...’ Dr White was saying, ’... but you know how I like my jokes!’ 

As Simon continued to stare, Dr White seemed to notice his confusion. 

’Oh!’ he laughed. ’You’ve noticed the joke surgical mask my colleague 

brought from Germany. He’s working with me for six months and 

thought my patients would like them. He’s a good cook too, so 

he’s teaching me how to make lots of German dishes!’ 

That’s when Simon realised he could detect no garlic smell. 

He had been completely distracted by the stupidest mask 

he had ever seen! 


30 

Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518) 


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 or 

resource sheet, the content 

description to which it 

relates is given. 

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. 

Understand how authors often innovate on text structures and Interrelated English 

play with language features to achieve particular aesthetic, 

humorous and persuasive purposes and effects (ACELA1518) 

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 Analyse and compare some elements of the text structure and language features of a range of texts, to 

identify the reasons for the writers’ choices. 

E2 Examine works which include humour and pathos to look at strategies the author used to tell the reader 

about the characters’ feelings, to develop empathy for their point of view or concern for them. 

E3 Examine the three elements of persuasion (ethos, pathos, logos) used by a writer to appeal to an 

audience. 

• Understand the uses of objective and subjective language and bias (ACELA1517) 

• Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases 


• Identify and explain how analytical images and fi gures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in 

factual and persuasive texts (ACELA1524) 

• Investigate how vocabulary choices including evaluative language can express shades of meaning, feeling and opinion (ACELA1525) 

• Analyse and evaluate similarities and differences in texts on similar topics, themes and plots (ACELT1614) 

• Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, infl uence personal response to different texts 

(ACELT1615) 

• Experiment with text structures and language features and their effects in creating literary texts, for example using imagery, sentence variation, 

metaphor and word choice (ACELT1800) 

• Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708) 

• Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711) 

• Analyse strategies authors use to infl uence readers (ACELY1801) 

• Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and 

digital resources appropriate to the purpose and audience (ACELY1714) 

• Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522) 

• Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse 


• Participate in and contribute to discussion, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, 

experiences and opinions (ACELY1709) 

• Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example 

table of contents, glossary, chapters, headings and subheadings (ACELY1712) 

• Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and 

digital texts (ACELY1713) 

Modes, capabilities and priorities covered by the 

activities in this Content description 

Language modes General capabilities 

Listening ✔ 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 


57 



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. 

A table showing the Language 

modes, General capabilities 

and Cross-curriculum priorities 

covered by the activities in each 

content description is provided. 

Answers for student worksheets 

are provided at the back of the 

book. 



Understand how authors often innovate on text structures and 



Answers 


All about the author – 2 page 47 

1. Writer 1: Against; Writer 2: For; Writer 3: Against 

2. (a) Teacher check. Possible answers include: 

Writer 1: He/She cares about people’s health but is frustrated that so 

many don’t take the effects of smoking seriously until it’s too late. 

Writer 2: He/She thinks people should be allowed to choose and if they 

do smoke, they should not be made to feel guilty. 

Writer 3: He/She thinks people should realise that smoking makes you 

socially unacceptable because it makes you smell. 

(b) Similarities: They are both against smoking. 

Differences: Writer 1 is against smoking because it damages your 

health and can kill you. Writer 3 is against smoking because it makes 

you smell. 

3. Writer 2 would be unlikely to convince an audience because many 

young children take up smoking and they are not mature enough to 

make an informed choice about smoking; there are many ways to 

overcome problems that do not damage health; he/she has a vested 

interest in people smoking; the phrase, ’life’s too short’ could relate to 

the effects of smoking; his/her grandpa maybe almost 90 years old but 

he would be an exception 

Writer 3 would be likely to convince an audience because as an exsmoker, 

he/she can see the argument from both sides; he/she talks 

about the immediate rather than long-term effects of smoking; the 

smell cannot be disguised and no-one wants to be a social outcast 

All about the audience – 2 page 50 

1. Writer 1: concern for themselves; gravity of the problem; realism of the 

situation 

Writer 2: rebellion against parents, teachers, coaches; injustice against 

themselves; independence for themselves 

Writer 3: disgust against the smells of smoking; mistrust of advertising; 

despair of intolerance brought about by the smells of smoking 

2. (a) Speaks directly to the audience by using the pronoun ’you’. 

(b) Writer 1: a computer slowing down with each download 

Writer 2: other people telling you what to do – parents, teachers, 

coaches 

Writer 3: advertisements for air fresheners and mouthwash 

3. Teacher check 

All about the text – 2 page 53 

1. (a) known facts (b) statistics (c) anecdotal evidence 

2. Teacher check. 

3. (a) 

Chemicals in tar Description 

Arsenic well-known poison 

Benzene solvent used in petrol extraction 

Cadmium toxic metal used to make 

batteries 

Formaldehyde used to preserve bodies 

(b) See original for graph 

Fit for life – 2 page 55 

1. (a) The author: states his/her professional qualifi cation, recognises that 

sport is not for everyone, refers to credible resources and statistics, 

writes appropriately for the audience, using examples that are 

relevant to them. 

(b) The author: encourages the audience to be involved in the 

argument by asking them to consider questions, evokes feelings 

of concern in the audience, for their health, offers suggestions to 

evoke motivation to ’get up and do’, evokes sense of control in 

one’s future 

(c) The author presents known facts related to health problems 

associated with poor diet and fi tness, statistics related to childhood 

obesity, reasoned arguments related to the effects of reduced 

activity and increased snacking. 

2. (a) Teacher check. 

Answers may refl ect how the student feels about the way in which 

the author speaks to him /her, the appropriateness of the evidence 

given in support of the argument, the examples suggested for 

keeping fi t, that the author acknowledges that not everyone is 

keen on sport. 

(b) Teacher check 


97 


v



Understand how authors often innovate on text structures and play with language features to 

achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518) 


Related terms 

Teacher information 

Innovate 

To bring in something new; make changes in 

anything established. 

Aesthetic 

Having a sense of the beautiful; characterised by a 

love of beauty. 

Humorous 

Characterised by humour; amusing; funny. 

Imaginative text 

Texts whose purpose is to entertain through their 

imaginative use of literary elements. These include 

novels, traditional tales, poetry, stories, plays, fi ction 

and fi lm. 

Informative text 

Texts whose purpose is to inform. They include 

explanations and descriptions of natural 

phenomena, recounts of events, instructions and 

directions, rules and laws and news bulletins. 

Persuasive text 

Texts whose purpose is to put forward a point 

of view and persuade the reader. They include 

advertising, debates, arguments, discussions etc. 


The ways information in texts is organised. Text 

structure and language features determine a text 

type and shape its meaning. 

Language features 

The features of language that support meaning. 

Language features vary according to text purpose, 

subject matter, audience and mode or medium of 

production. 

Writer’s position 

The point of view or opinion held by the author in a 

persuasive text; for example, a discussion or debate. 

Simile 

One thing compared with another using the words 

‘as‘ or ‘like‘. 

The hovercraft moved like a dancer on the water. 

Metaphor 

One thing compared with another without using the 

words ‘as‘ or ‘like‘. 

The hovercraft was a dancer on the water. 

Ethos 

The element of persuasive writing that appeals to 

the character of the writer. 

Pathos 


the emotions of the audience. 

Logos 


the validity of the text. 

? 

What this means 

• Students identify how authors adapt text structure to suit a specifi c purpose and 

audience; for example, an explanation outlining how something works may follow 

a framework that includes the title, a statement, explanation and conclusion or it 

may follow one which includes greater detail and illustrations such as a defi nition, 

description (operation, application, special features) and evaluation. 

• Students recognise how authors use language features to create a desired effect; for 

example, the use of vocabulary and fi gures of speech to describe a scene, situation 

or character or to create a mood of joy, horror or tension. 

• Students recognise how authors use ethos, pathos and logos to create an effective 

persuasive text that highlights the authenticity of the writer, the importance of the 

audience and the validity of the text. 

Teaching points 

• Revise the structure and language features of different text types to ensure students 

are familiar with the standard form of each. 

• Compare and contrast examples of a text type to identify how the authors have 

altered the structure to suit the purpose of their writing. 

• Compare and contrast examples of a text type to identify how the authors, writing 

for the same purpose and audience, have used language features to engage the 

reader. 

• Expose students to a wide range of different texts including classifi ed 

advertisements, personal letters, telephone conversations, messages, instructions, 

labels, electronic mail, web pages, newsletters, notices, signs, timetables (everyday 

and community texts), poetry, myths, legends, fables, science fi ction, fantasy, 

explanations, reports, procedures and reviews. Give them opportunities to analyse 

their text structures and language features. 

Elaborations 

E1. Analyse and compare some elements of the text structure and language features 

of a range of texts, to identify the reasons for the writers’ choices. 

E2. Examine works which include humour and pathos to look at strategies the author 

used to tell the reader about the characters’ feelings, to develop empathy for their 

point of view or concern for them. 

E3. Examine the three elements of persuasion (ethos, pathos, logos) used by a writer 

to appeal to an audience. 

Further resources 

• Primary writing (Books E-G) R.I.C. Publications 

• Primary grammar and word study (Books E-G) R.I.C. Publications 

innovate 

aesthetic 

humorous 

imaginative text 

informative text 

persuasive text 


2 

Student vocabulary 

text structure 

language features 

writer’s position 

simile 

metaphor 

ethos 

pathos 

logos 

reason 

credibility 

validity



Understand how authors often innovate on text structures and play 

with language features to achieve particular aesthetic, humorous and 

persuasive purposes and effects (ACELA1518) 


Activities to 

develop the 

content description 

E1. Analyse and compare some elements of the text structure and language features of a range of texts, 

to identify the reasons for the writers’ choices. 

• Text types resource pages (pages 6 to 9) 

Some elements of the purpose, structure and language features of the following text types are summarised in tables on these four resource pages. 

• Narratives • Procedures • Recounts • Expositions 

• Explanations • Reports • Discussions • Descriptions 

Students at this stage should be expected to be familiar with some of the elements of different text types. But they also need to realise that few texts 

would exactly ’fi t’ one of these. 

However, this type of information should be a helpful reference for students when they are looking at texts in order to identify and understand some 

of the different choices a writer has made and why. They need to realise how much infl uence the intended audience and the purpose for writing a text 

infl uence writers’ choices and the text structure and language features they use. 

• Young cyclist remains in coma (page 10) and Glen Wallace Primary School newsletter (page 11) 

The texts on these two resource sheets refer to the same incident. There are two activity pages based on these texts in which students are required to 

analyse, compare and contrast them and to identify the purpose for which they were written, some of the choices made by the writers and why they 

made them. (See pages 12 and 13.) 

The fi rst text is a newspaper report written to provide detailed information about an accident and to attract a reader’s interest with an attentiongrabbing 

headline. The text is written in the past tense, in the third person and there is some quoted speech from a witness and reported speech from 

the victim. Its purpose is to report to a wide audience and this is refl ected in the language used. However, it could be argued that this text is in fact 

persuasive, because after reading it, many people may be more concerned and vigilant about their family members wearing bike helmets. 

By contrast, the second text is the victim’s personal account of the accident and what followed. It describes its impact on the victim, his family and 

friends and was written to be included in a school newsletter for other students to read. It is an example of persuasive text in the form of a recount. Its 

purpose is to persuade others to always wear their bike helmets, but the writer’s position isn’t stated at the beginning of the text, as is usually the case. 

In the form of a recount, it is written in the past tense and in the fi rst person. In common with other persuasive texts, it uses emotive language and 

modal verbs of obligation and advice. 

• How hovercraft work (page 14) and Dance of the hovercraft (page 15) 

These two texts both refer to hovercraft. The two activities pages in which students analyse, compare and contrast them are on pages 16 and 17. 

The fi rst text is an explanation about how a hovercraft works. Its purpose is to explain something as clearly and as concisely as possible. As is usual 

with many explanations, it starts with a defi nition, includes technical vocabulary, provides clear, concise information in a logical sequence, is written 

in the third person in the present tense, links cause and effect and includes an evaluative comment and a diagram. The information is presented in 

paragraphs organised in a logical order. 

By contrast the second text is a descriptive recount. It provides relevant background information to orient the reader, describes signifi cant events 

in chronological order, is written in the fi rst person in the past tense, uses descriptive, imaginative and metaphorical language and similes, encourages 

visual imagery, is organised in paragraphs and concludes with an evaluative comment. 

• Coyote (Canis latrans) (page 18) and Dogs’ tails - A traditional tale (page 19) 

These two texts are about coyotes and there are two related activity pages (pages 20 and 21). 

The fi rst text is a report on the species. It is set out similarly to many reports starting with an introduction with a defi nition, followed by relevant 

information, organised in a logical manner under appropriate subheadings. Students should understand that the purpose of organising text in this way is 

to make it easier for a reader to locate specifi c information. This is because readers may not require all the information presented in the report and they 

often have to fi nd what they do need in the most effi cient way possible. The report is written in the present tense and has subject-specifi c vocabulary, 

one word of which has been defi ned within the text. 

The second text is a narrative. It provides orienting information about the time, place and characters. The complication is explained and fi nally the 

resolution is described. The vocabulary may challenge some students, but it is generally supported by the context within the story. A narrative is often 

written to entertain and amuse, and unlike a report, it is not always necessary for a reader of narrative to understand every word. Readers will often 

be able to continue to read and to maintain some level of interest and understanding of narrative text with a good idea of the gist of the story. Time 

connectives make the text more cohesive. It is made more descriptive by the choice of action verbs in the past tense, many with adverbs to further 

enhance their meaning. Some readers may fi nd the visual image evoked by the concluding statement humorous. This was the intention of the writer. 

R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation (Year 6) 

3







Activities to 

develop the 


E1. Analyse and compare some elements of the text structure and language features of a range of 

texts, to identify the reasons for the writers’ choices. (continued) 

• Windfarms: how good are they? (page 22) and There are monsters … (page 23) 

These two texts are about windfarms and there are two related activity pages. (See pages 24 and 25.) 

The fi rst text is a discussion. The title poses a question and provides the reader with a subject and a context for the discussion. The introduction 

gives some background information about harnessing and using of the wind’s power in the past. Then, as some readers may not be familiar with 

windfarms, and may not know what they look like and what they do, further background information is provided, supported by an illustration. The 

writer then presents some discussion. Some information and claims about the positive features of windfarming are discussed, then this is balanced by 

some more negative ones. The writer’s concluding statement suggests more information is needed before any true evaluation about how good they 

are can be made. 

The writer chose to present the positives fi rst and not to challenge them. However, this information is prefaced with ’It is claimed ...’ which on careful 

reading is signifi cant. When discussing some of the negatives, the writer challenged some of them in a manner which suggested some hard cold facts 

about the matter are needed. This is reiterated in the concluding comments. 

The second text is a poem. It is one person’s emotional response to windfarms. There is no attempt to discuss the issue or to achieve any balanced 

view in this text. It simply states the author’s negative, fearful and somewhat fanciful response to windfarms. The metaphor of them as monsters is 

sustained throughout the poem. The repetition of ’There are monsters out there’ creates a sense of fear and expresses the author’s belief that he/she 

is being threatened by them and unable to escape the whirling, dancing ’swordsmen’. 

Interrelated English links: See page 57. 

E2. Examine works which include humour and pathos to look at strategies the author used to tell the 

reader about the characters’ feelings or build empathy with their point of view or develop concern 

for them. 

• Ensure students have the opportunity to listen to or read humorous texts such as books by Roald Dahl or Paul Jennings, or A series of unfortunate 

events by Lemony Snicket (pen name of Daniel Handler). Books written for younger children such as And to think that I saw it on Mulberry 

Street by Dr Seuss may be read to the students and used as a basis for a writing activity where the students change characters, events or situations. 

Short texts such as knock knock jokes may also be included. 

• Humour in texts (pages 26 and 27) 

Some background information about humour in texts is provided to assist teachers. Writing humorous texts can be extremely diffi cult for adults as 

well as students. The information on these two pages may offer some ideas for times when students need to write their own texts. Remember: humour 

in texts (or anywhere) is extremely subjective, and what one person feels is funny may just make another cringe. 

• Humorous language (pages 28 and 29) 

Before expecting students to read and understand longer texts of a humorous nature, make sure students are familiar with common literary devices 

such as similes, metaphors and hyperbole in shorter texts. 

• A visit to Dr Paul White (pages 30 and 31) 

Ordinary situations with a comical twist can be humorous. Read and encourage students to write about ordinary things that happen to them with 

changes for humour. Students may write about embarrassing incidents that happen to them, which others may fi nd amusing. The dental visit on page 

30 is an example of an ordinary incident with humour. Encourage the students to look for interesting words and phrases such as ’erupt’, ’permeate’, 

’buzzing bees fi lled his head’, ’hover in clouds’ etc. which create imagery and exaggerate feelings. 

• The skateboard lesson (pages 32 to 35) 

This text combines a number of different aspects of writing humorous texts—the unexpected happens, someone says something unexpected (at the 

end), something embarrassing happens to the someone, and someone does something clumsy. Teachers should use one text for a number of different 

teaching and learning activities. The two pages of questions dealing with this text cover both text structure and language features. Teachers should 

encourage students to look for interesting vocabulary which has been used instead of more common words; for example, ’plummeting’ instead of 

’falling’. The use of adjectives can add richness to a noun; for example, ’batty’ Great Aunt Mildred’, ’tangled limbs’, ’horrifi ed faces’, ’stricken face’ etc. 

• The solitary troll and the three skinny goats (pages 36 to 39) 

Fractured tales are stories which have been modifi ed in order to entertain the reader through unexpected characterisation, plot development or a 

contrary point of view. Students will enjoy listening to, reading, and writing fractured tales. Some examples to share include The book that Jack 

wrote by Jon Scieszka, The stinky cheese man and other fairly stupid tales by Jon Scieszka, The frog prince continued by Jon Scieszka, 

Politically correct bedtime stories by James Garner or Seriously, Cinderella is SO annoying!; The story of Cinderella as told by the 

wicked stepmother (Other Side of the Story) by Trisha Sue Speed Shaskan. Although fairytales are traditionally for younger children, older 

students will enjoy revamping them. This may be accomplished by rewriting a story as a poem or rap, telling it from a different point of view, taking 

a character from the story and telling another story concerning him/her, writing a different ending, making the main character a different type of 

character or an animal, adding new characters to tell the story, having characters from different fairytales meet or combining two stories into one. 


4







Activities to 

develop the 


E2. Examine works which include humour and pathos to look at strategies the author used to tell the 

reader about the characters’ feelings or build empathy with their point of view or develop concern 

for them. (continued) 

• Can you handle it? (page 40) and Holidays that don’t ’suck’! (page 41) 

View and discuss some humorous television or visual print advertisements which use exaggeration to get the advertiser’s message across. Then read 

and complete the activities on pages 40 and 41. Encourage the students to record or write their own funny advertising material. 

• Gaya-dari the platypus (pages 42 and 43) 

Discuss the words, phrases and images in texts used for exaggeration to help readers understand a character’s feelings. Use the text and questions to 

assist the students. Encourage the students to use exaggeration to over-dramatise the story. 


E3. Examine the three elements of persuasion (ethos, pathos, logos) used by a writer to appeal to an 

audience. 

• Discuss the element of ethos in persuasive texts. Read texts and complete associated activity page (pages 44–47). 

• Discuss different situations when ethos is used to great effect; for example in advertising and in politics. Compile a list of specifi c examples such as: 

a used car salesperson, a party planner, an in-store sales promoter, a street vendor, a politician, an environmentalist. Consider what each wants to 

persuade the audience to do and how he/she does it. 

• Make a list of attributes that a writer/speaker needs to convince an audience of his or her authenticity. 

• Discuss situations where ethos is used to trick an audience; for example, a salesperson selling goods known to be faulty, a person in authority 

deliberately misleading the public, a person assuring a prospective employer or client that he or she has the necessary qualifi cations and experience to 

perform a job well. 

• In groups, role-play interview scenarios where three students apply for the same job. How will they present themselves and convince the panel of their 

qualifi cations, experience, integrity etc.? 

• Discuss the element of pathos in persuasive texts. Read texts and complete associated activity page (pages 48–50). 

• Compile a list of different emotions and discuss examples of when pathos could be used to evoke these emotions; for example, politicians inciting 

people to rise up and take arms against another nation, environmentalists encouraging people to save water, power etc., charities urging people to 

donate funds or resources to a worthy cause. 

• Choose a topic for persuasive writing and compile a list of emotive vocabulary that could be used to evoke the required emotion. Prepare an extract 

of the persuasive text that focuses on the pathos elements. 

• Discuss the element of logos in persuasive texts. Read texts and complete the associated activity page (pages 51–53). 

• Study examples of persuasive text that include evidence in different forms and record the different ways it is presented; for example, statistics relating 

to the childhood obesity or adolescent smokers over a period of time, facts related to global weather patterns or the movement of populations 

because of war and political instability, anecdotal evidence such as the increase in numbers of people playing sport when high profi le sports events 

are televised such as tennis during grand slam competitions. 

• Study a wide range of persuasive texts to highlight the elements of ethos, pathos and logos. Consider how the presence of each element affects the 

overall appeal and presentation of the text. 



5

Text types 

Resource sheet 

Narrative text 

Purpose Structure Language features 

To entertain, amuse and/or 

teach 

Narratives present the reader 

with a problem or complication, 

then describe a series of events 

telling how it is eventually 

resolved. 

The narrative may be simply 

amusing and entertaining or 

it may aim to teach the reader 

something about problem 

solving and life. 

Procedural text 

Orientation: The main 

characters, the time and place 

are introduced. 

Complication: Something 

becomes a problem for one or 

more of the characters and this 

changes the expected pattern of 

events and often the characters 

too. 

Resolution: The problem is 

resolved in some way. 

Coda: (Optional) Ways in which 

people have changed and/or 

lessons that were learnt are 

described. 


6 

Time connectives to connect and 

sequence events 

Textual cohesion maintained 

by the use of antonyms and 

appropriate synonyms, including 

pronoun reference 

Paragraphs to link information 

and events 

Nouns to name particular 

people, places and things 

Adjectives to describe people 

and settings in more detail 

Verbs to tell what characters are 

thinking, feeling and doing 

Adverbs to describe how, when 

and where things happen 

Past tense 

Often told in the first or third 

person 


To instruct 

Procedures can tell the reader 

how to make or do something 

or give a set of rules to be 

followed. 

Goal: The task is stated. 

Materials: If any equipment is 

needed to complete the task it 

is listed. 

Steps: Each step is given 

in chronological order. All 

necessary steps are included. 

Test: (Optional) A way of 

accessing if the procedure has 

been followed successfully 

Command verbs usually start 

each instruction 

Precise vocabulary to provide 

details given using noun groups 

and adjectival phrases 

Concise wording, unnecessary 

words omitted 

Details of time, place, manner 

and condition provided using 

adverbial clauses 

Present tense 

Instructions are written in the 

second person; i.e. ’You should’ 

is understood, but not stated 

Diagrams, illustration and 

photographs may be used to 

clarify instructions 


© Australian Curriculum: Assessment and Reporting Authority 2012

Text types 




Recount text 


To inform or entertain 

A factual recount retells a series 

of events and may provide some 

form of evaluation. 

A personal or story recount 

retells events in order and may 

include an opinion or comment 

to express the writer’s feelings 

and attitude. A recount may be 

factual or imaginative. 

Expository text 

Orientation: The people 

involved, the time and the 

place are introduced and 

any necessary background 

information provided. 

Events: These are usually 

described in chronological order. 

Personal comments: There may 

be some form of comment 

given about particular events 

throughout the text. 

Conclusion: The writer may 

conclude by, for example, 

expressing an opinion, posing a 

question or making a prediction 


7 

Descriptive language to explain 

people, places and things, 

including noun groups 

Time connectives to connect and 

sequence events 

Textual cohesion maintained 

by the use of antonyms and 

appropriate synonyms, including 

pronoun reference 

Action verbs are varied and 

descriptive 

Passive verbs may be used in 

factual recounts 

Adverbial phrases indicating 

time, place and manner 

Paragraphs to link information 

and events 

Past tense 

First or third person 


To persuade 

Expositions argue for one side 

of a case or issue in order to 

persuade others to agree. 

Statement: The writer outlines 

the issue and states his/her 

position on it. 

Arguments: The writer’s 

strongest and most persuasive 

arguments are usually presented 

first. Each argument is 

elaborated and supported with 

evidence. 

Reinforcement of position: The 

most persuasive arguments 

supporting the position taken 

are restated, with reference to 

some of the others, in a brief 

conclusion and summary. 

Evaluative and emotive 

language to convince the reader 

Words and phrases to qualify 

statements 

Thinking verbs to present a 

point of view 

Modal verbs and adverbs 

to express the strength of 

statements and advice 

Connectives to link and 

sometimes to prioritise ideas 

Conjunctions such as ’therefore’ 

and ’because’ to show reasoning 

Paragraphs for each separate 

argument 

Present, past and future tenses 

Written in the first person 

when giving own opinion, in 

the second person to tell others 

what they should think and do 

or in the third person to record 

what others do, have done or 

should be doing in the future

Text types 


Explanatory text 

Report text 


To inform and explain 

Explanations tell how or why 

something occurs, is constructed 

or works. 

Statement: The subject of the 

explanation is stated and may 

be defined. 

Explanation: A clear account 

of the phenomenon is given, 

often supported by diagrams or 

illustrations. 

or 

Description: The components, 

operation, application and 

special features are explained, 

often supported by diagrams or 

illustrations. 

Conclusion:(Optional) An 

evaluation and comment is 

given. 


8 

Precise, technical subject-specific 

vocabulary, including abstract 

nouns 

Linking words to show cause 

and effect 

Time conjunctions and adverbial 

phrases of time to show 

sequence 

Paragraphs used to organise and 

connect information 

Present tense 

Third person 

Passive voice 


To inform 

Reports present information by 

classifying and describing both 

natural and constructed things. 

Classification: Often a general 

opening statement about the 

subject of the report, defining it 

Description: Accurate and 

detailed information about the 

subject relating to aspects such 

as its features, location and 

behaviour 

Conclusion: (Optional) A 

comment about the content of 

the report may be included. 

Technical and subject-specific 

vocabulary 

General terms and nouns rather 

than specific ones 

Verbs to explain the function 

of features and how they are 

related 

Paragraphs to first introduce the 

topic, then to organise related 

information using subheadings 

and/or topic sentences; 

elaboration then follows 

Third person 

Timeless present tense 

Passive voice 



Text types 




Discussion text 


To explore, evaluate and make 

informed decisions 

Discussions provide 

opportunities to examine issues 

from at least two perspectives, 

review and evaluate the 

evidence before reaching 

conclusions and making 

decisions. Recommendations 

about the matter may then be 

made to others. 

Descriptive text 

Introductory statement: 

The issue is outlined and, if 

necessary, some background 

information may be provided. 

Arguments: Some arguments 

both for and against are 

presented. Each is supported 

with evidence. Some evaluative 

comments may be made. 

Conclusion: The arguments 

for both sides may be briefly 

summarised and evaluated. A 

recommendation may be made 

and explained. 


9 

Connectives to link ideas 

Emotive language used to 

convince the reader 

Words and phrases to qualify 

statements 

Thinking verbs to present a 

point of view 

Modal verbs and adverbs 

to express the strength of 

statements and advice 

Conjunctions such as ’therefore’ 

and ’because’ to show reasoning 

Present, past and future tenses 

Written in the first person 

when giving own opinion, in 

the second person to tell others 

what they should think and do 

or in the third person to record 

what others do, have done or 

should be doing in the future 


To describe 

Descriptions focus on 

a particular feature or 

characteristic of a person, 

place or thing. They can be 

imaginative or real and may 

stand alone or be part of 

another text type such as a 

narrative or a poem. 

Introduction: The subject or 

focus of the description is given. 

Characteristic features: Some 

of the notable features of the 

subject are described. 

Concluding comment: (Optional) 

There may be some personal 

comment, which may be 

evaluative. 

Detailed noun groups to provide 

descriptive information 

A variety of appropriate 

adjectives used to describe 

people and places 

Action verbs to describe what 

people and things do 

A variety of adverbs to tell 

more about how, where or 

when something happens or 

happened 

Visual images evoked by the 

careful selection of appropriate 

vocabulary 

Figurative language, such as 

similes and metaphors, to 

compare and contrast the 

subject with something 

Third person is often used 

Timeless present or the past 

tense often used 

Passive voice may be used

Young cyclist remains in coma 


10 


The Newtown Daily News 

Young cyclist remains in coma 

The eleven-year-old boy knocked off 

his bike late on Tuesday afternoon 

remains in a coma at the Prince Edward 

Hospital for Children, with head and 

other injuries. 

Tom Richards of Glen Wallace was 

riding his bike in the car park of 

the local shopping centre when the 

accident occurred. Witnesses report 

that he had been jumping his bike over 

some obstacles when he lost control. 

He was thrown off his bike when it 

skidded onto Juniper Avenue, a major 

road on the northern perimeter of the 

car park. 

2 September 

The distressed driver of the truck which 

struck the boy said that there was no 

way he could have avoided hitting him. 

Mr Wayne Smith later told the police, 

’He just came across the footpath out 

of nowhere and hit the road so fast, 

I didn’t even get a chance to apply 

my brakes. I still can’t believe it. It all 

happened in a flash. I thought I’d killed 

him for sure’. 

Mr Mal Richards, the boy’s father, 

expressed his family’s gratitude to 

the many kind and capable people 

who had helped cared for Tom at the 

scene. Their ongoing concern and the 

countless well wishes and cards sent 

to their son had meant a great deal to 

him and his wife. 

He also praised the actions of the 

paramedics who fought hard to 

stabilise his son at the roadside 

before transferring him to hospital by 

ambulance. 

The distraught parents 

have remained at their 

son’s bedside at the 

children’s hospital since 

the tragedy. 

It is believed the boy 

was not wearing his 

helmet. It was later found 

still strapped to the 

handlebars of his bike. 



Glen Wallace Primary School 

newsletter 




To the principal from Tom Richards 

I have written this letter and I hope that you will print it in the school’s next 

newsletter. Please print it because it took me ages to write it and I want 

everyone to read it. I think it’s really important. 

If you ride a bike, do you ever think about having an accident? I want to tell 

you my story, because I thought nothing would ever happen to me, but it did. 

I ended up in hospital for two months with head injuries and a broken leg. 

And I’m still not right. I couldn’t remember what had happened when I came 

out of the coma. I was in hospital, my head really hurt when I tried to move 

and I couldn’t talk. 

Mum and Dad were there and they just kept squeezing my hand and crying. 

They were pretty upset because they’d been told I may never walk or talk 

again. This was because my brain had been badly knocked around. The 

doctors said it was really bad and they didn’t know if it would ever recover. 

Well, I have recovered ... well almost, but it didn’t just happen. I had to work 

hard. The physios were tough, really tough. They made me push and push 

myself and to do things and it hurt. It was terrible. I used to get so mad when I 

couldn’t do the things that used to be easy before my accident. 

Some of my friends came in to see me, but they didn’t want to stay long. I 

don’t think they knew what to do or say to me. I hated it when they told me 

about how our teams were going and what they’d all been doing. Everything 

they did sounded fun. And I still couldn’t even walk properly! 

One day, I was having a really 

bad day complaining about 

everything. Dad got mad with 

me and said that perhaps I 

should blame myself for a 

change instead of everyone 

else. He said that after 

all I was the one who 

hadn’t been wearing a 

helmet. 

Well, I really hated him 

saying it, but I know 

he’s right. It was my 

fault. I didn’t have my 

helmet on. 

If I ever do get back to riding 

a bike, that’s something I’ll 

never do again ... and nor 

should you! 


11

Discussing the texts – 1 

Read the two texts about the same incident on pages 10 and 11. Answer the questions. 

1. (a) Who wrote the first text? 

(b) Is it written in the first, second or third person? 

(c) Does it contain more facts or opinions? 

(d) Who will be reading it? 

(e) Explain why you think it was written. 

(f) How did the writer engage the readers’ interest? 

2. (a) Who wrote the second text? 

(b) Is it written in the first, second or third person? 

(c) Does it express opinions or just give facts? 

(d) Explain why it was written. 

(e) Who will read it? 

(f) What does the writer want people to do? 

3. Both texts tell you that the boy wasn’t wearing a helmet. 

(a) Explain how the first text tells you this. 

(b) How does the second text give the reader this information? 

(c) Think about the purpose for writing each text and explain why they provide this 

information in different ways. 


12 






Read the two texts on page 10 and 11. Answer the questions. 

1. Persuasive text often starts by stating the writer’s position on a topic and then 

provides arguments to support this view. 

(a) The second text is persuasive but it’s different from many others because it doesn’t 

do this. Explain how this text is organised. 

(b) Write some possible reasons why the writer changed this format. 

(c) Do you think this is effective? 

Yes No 


13 

Why Why not? 

2. (a) The first text uses more formal language. Give an example: 

(b) The second text uses less formal language. Some examples are: 

3. The second text is more emotional. There was a personal cost to many people. Write 

some words you would use to describe how: 

(a) the boy felt. 

(b) his parents felt. 

(c) his friends felt when they went to see him. 

(d) you felt. 

4. Write the information provided in the first text about the accident. 

When? 

Where? 

What? 

How? 

Why?

How hovercraft work 


A hovercraft is a vehicle that flies above the surface of water or across land on a cushion 

of pressurised air. 

This all-terrain vehicle is powered by an engine which is designed to turn one or two 

large fans. The power of the air blown by one fan lifts the hovercraft up by forcing air 

under it. A second fan is usually used to push the vehicle forwards. It does this by blowing 

air backwards in a similar way to a jet engine. 

The three main components of a hovercraft are: 

• the main body 

• the fans 

• the skirt. 

Air is forced under the hovercraft, where the skirt traps it between the ground and the 

main body. The vehicle hovers and ’flies’ on this air. 

The hovercraft glides across the surface. There is little friction, so it doesn’t require much 

power to move the craft forward. Some can travel at speeds of up to 130 kph. 

Rudders like those used in aircraft are located behind the fans. They are used to steer the 

hovercraft. 

Stopping a hovercraft is not so simple. This can be done by turning the craft 180 degrees 

and using the thrust of the fan to push it back in the direction it came from. 

Hovercraft are environmentally friendly and economical to run. Their footprint pressure 

on the Earth has been described as less than that of a seagull standing on one leg. They 

are versatile, very safe vehicles which are popular with the military. 

These craft, while amazing, actually operate on a quite a simple scientific principle. 

main body 

skirt 

cushion of air 

cockpit 

drive 

shaft 

engine 

central fan 


14 

drive shaft 

cushion of air 

rear fan 

airflow 

vertical 

rudders 



Dance of the hovercraft 




Hovercraft have always fascinated me. Ever since I first saw one on television, dancing 

sideways from ocean to sand, I had dreamed of a flight in one. But unlike a lot of my 

dreams, this one was about to come true. 

The hovercraft was bigger than I’d expected, but sleek and powerful from its purposefully 

rounded bow to its huge twin ’fans’ at the back. 

When the pilot started the rumbling engine, the yellow machine rocked and then rose on its 

skirt, like a majestic beast waking up—or a ballet dancer rising to her feet. 

We clambered aboard eagerly and settled into our seats. The engine rumble increased 

and we began to move, gliding so effortlessly down the concrete ramp, across the brown 

mudflats and onto the water. 

Then we were flying over the bay, pirouetting gracefully as we followed the shoreline. We 

turned in long, sliding arcs, travelling sideways as effortlessly as we had travelled forward. 

At the end of the aquamarine bay we tiptoed onto a beach as orange as rust, and the 

hovercraft, like a ’ship of the desert’, sank gently to its knees. 

We climbed out to look at fossilised dinosaur footprints there on the beach. They were 

millions of years old. To be standing where those ancient creatures had once walked, and 

left behind their tracks, was truly amazing. 

But for me ... I just wanted to go dancing again. 


15


Read the two texts about hovercraft on pages 14 and 15 and answer the questions. 

1. The first text is an explanation. Does it have the following features? 

(a) Begins with a precise statement or definition. 

Yes No 

(b) Includes specific vocabulary and technical language. 

Yes No 

(c) Gives clear information in a logical sequence. 

Yes No 

(d) Uses simple present tense verbs. 

Yes No 

(e) Links cause and effect. 

Yes No 

(f) Includes an evaluation. 

Yes No 

(g) Includes a diagram to support and explain the text. 

Yes No 

2. The second text is a descriptive recount. Tick the features you can identify in this text. 

(a) Relevant background information about: 

who where when what why 

(b) Significant events in detail and in order. 

(c) Vocabulary to suggest the passing of time. 

(d) Verbs in the past tense. 

(e) Text organised in appropriate paragraphs. 

(f) A conclusion or evaluative comment. 

3. (a) Some examples of specific and technical vocabulary used in the first text are: 

(b) Descriptive verbs used in the second text include: 

(c) Descriptive adjectives used in the second text include: 


16 




Read the texts about hovercraft on pages 14 and 15 and answer the questions. 

1. (a) Write the title of the first text. 



(b) What did you work out about this text from its title? 

(c) The title of the second text is: 

(d) Explain why you think the author called it Dance of the hovercraft. 

2. One of the ways the writer links flying in a hovercraft to dancing is by using dancing 

vocabulary. Some of the phrases associated with dancing from the text are: 

In descriptive writing something is often compared with something else to explain 

what it’s like and to create a visual image for the reader. This is known as a simile. 

For example: The hovercraft was like ’a majestic beast waking up’. 

Another way of creating an image to explain what something looks or feels like is by 

saying it is something. This is called a metaphor. 

For example: The writer says that the hovercraft is dancing. 

3. (a) Write an example of a simile from the text. 

(b) The hovercraft is called a dancer. Continue this metaphor by writing something 

the ’dancer’ does. 

4. Hovercraft don’t have knees. Explain what the writer meant when he described the 

hovercraft stopping on the beach by saying it ’sank gently to its knees’. 


17

Coyote (Canis latrans) 


The coyote is a member of the dog family. Its name means 

’barking dog’ and it is related to the jackals of Asia, Africa 

and Europe, to grey and red wolves and to domestic dogs. 

Coyotes howl at night to communicate and to keep other 

males away. This distinctive sound causes fear for some, 

while other people refer to it affectionately as ’the song of 

the west’. 

Description 

This small mammal is about the size and shape of a collie dog with a round, bushy tail 

which is held out. It becomes bushier and more horizontal to display aggression. 

Coyotes living in valleys or deserts weigh about 10 kilograms and are light grey or tan with 

a black-tipped tail. Mountain coyotes are larger (22 kilograms) with darker, thicker fur 

much prized by hunters, especially in winter when it is longer and silkier. Their coats are 

often almost white underneath and some have a white-tipped tail. 

Coyote have five digits on their forefeet and four on their hind feet. They are ’digitigrade’, 

which means they walk with only their toes on the ground. 

Distribution and habitat 

Coyotes are found throughout North America from Alaska in the west to New England in 

the east and south through to Mexico. They have been steadily extending their territory 

and have been sighted in Canada and in Florida too. 

Although their natural habitat is grasslands, coyotes move to where there is food. They dig 

their own den or may modify that of another animal. They usually range over an area of 

about 25–30 square kilometres. Mountain coyotes may need both a winter and a summer 

hunting ground. 

Food and hunting 

Coyotes are very adaptable animals and have a varied diet. They will eat almost anything, 

but mostly mice, rabbits, squirrels, fish, insects, berries and even reptiles. Poultry, sheep 

and even deer are killed by coyotes. They will eat both fresh and spoiled foods and even 

the desert’s unpalatable coyote melons. They find what water they can or they sometimes 

dig for it. They also get moisture from what they eat. 

These clever animals are excellent hunters either alone or in small packs. Their sight, 

hearing and sense of smell are very good and they have great stamina. They can track and 

stalk their quarry for 20–30 minutes, then strike when it is exhausted. 

Breeding 

A female has one litter of 3–9 pups in spring, when food is more plentiful. The pups are 

born blind. They suckle for 5–7 weeks and remain in the den until they start hunting at 

6–10 weeks. The male brings food, but is not permitted to enter the den. The pups are 

independent by 12 months and leave. 

Despite sustained efforts to eradicate them by agriculturalists and biologists, fearing either 

for their stock or for other native species, coyotes have survived. This appears unlikely to 

change given the nature of these adaptable, resourceful animals. 


18 



Dog's tails 




This traditional tale is one of many told about coyote by generations of American Indians. 

They believe the coyote to be cunning, savvy and very willing and capable of tricking 

others. 

A very long time ago, an important dog leader decided to hold a meeting. Leaders of dog 

packs from all around the world were cordiality invited to attend—with one exception ... 

Coyote. 

’He’s really not one of us, he’s too different. We really don’t want one of his kind here, so 

let’s just forget about him’, the haughty dog leader had explained. 

But, when Coyote learnt a meeting was to be held in the great tipi and that he was to be 

excluded, he was extremely upset. He went to the venue and cleverly concealed himself 

in some bushes nearby. From this secluded position, he watched as all the dog leaders 

proudly entered the tipi. There were dogs of every shape, size and colour in attendance. 

The noise was deafening. 

Now, before I continue with this tale, there’s something I need to check. Are you all aware 

of the one dog-meeting rule that can never be broken? I’ll explain. It’s the one that says 

that those attending must remove their tails and leave them outside the tipi in a special 

place set aside for that purpose. Coyote watched enviously as every dog followed this 

tradition and removed its tail before entering the tipi. 

Finally, the participants were all inside and the meeting commenced. Coyote could hear 

drums beating rhythmically. They masked any noise he made as he carefully approached 

the tipi. He stood silently listening to the drums and the talking coming from the inside 

until he could bear it no longer. He felt ostracised and miserable. He had to do something, 

but what? 

Then, the enormous pile of tails caught his attention. Racing over, he determinedly tossed 

them this way and that. When they were in a tangled mess, he ran around the perimeter 

of the tipi shouting at the top of his lungs, ’Mad bear! Mad bear!’ 

Well, there is no love lost between dogs and bears. In fact bears are one of the few 

animals dogs are afraid of. What a panic! Dogs started rushing out of the tipi, clumsily 

tripping over each other in their haste to escape. When they finally made their way 

outside, they had difficulty locating their own tails. In terror, they frantically snatched any 

tail and desperately raced off into the woods with it. 

That is why to this day, whenever dogs meet, they always check the other’s tail, attempting 

to identify which dog it really belongs to. 


19


Read the two texts about coyotes on pages 18 and 19 and answer the questions. 

1. Circle the correct words in these sentences. 

(a) Coyote is a narrative/report and is written in the past/present tense. It was written 

to inform/entertain. 

(b) Dogs’ tails is a narrative/report and is written in the past/present tense. It was 

written to inform/entertain. 

2. Identify some of the features of these two texts by writing ’A’ for the text on page 18, 

’B’ for the text on page 19 and ’AB’ for both texts. 

(a) Tells a story 

(c) Uses topic-related vocabulary 

(e) Has a complication 

(g) Presents facts clearly 

(i) Is imaginative 

(k) Has characters and a setting 


20 

(b) Is organised in paragraphs 

(d) Describes characteristics 

(f) Uses powerful verbs 

(h) Uses descriptive adverbs 

(j) Has subheadings 

(l) Starts with a general statement 

3. The texts are organised in paragraphs. One way the paragraphs in one are different 

from those in the other is: 

4. Add more examples of the subject-specific vocabulary used in the report, Coyote, to 

this list: adaptable, stamina, 

5. Add some examples of time connectives used in the narrative, Dogs’ tails. 

For example: when Coyote learnt, whenever dogs meet, 




Read the two texts about coyotes on pages 18 and 19 and answer the questions. 



1. Adverbs can be used to enhance verbs by describing how or the manner in which 

something happens. In narrative text, this often allows a reader to picture or ’see’ the 

action and to understand the characters better; e.g. watched enviously. 

Make a list of adverbs used in this way in the second last paragraph of Dogs’ tails. 

2. The descriptive language used in a report can provide more information about 

something. Adjectives can be used to describe and explain what things (nouns and 

pronouns) are like; e.g. a round, bushy tail. 

Make a list of adjectives used in the first paragraph in Coyote about food and hunting. 

3. A report should present facts clearly and in an organised way. Find this information in 

the text. 

(a) What is a coyote? 

(b) Write two facts about coyote food. 

(c) Write two interesting facts about coyote pups. 

(d) Explain why finding the information in Coyote was hard or easy. 

4. The writer tried to provide some subtle humour in Dogs’ tails. 

(a) Do you think he/she succeeded? Yes No 

(b) What image do you think was meant to be humorous? 

(c) What would add to the humour of a traditional narrative which was spoken 

not written? 


21

Windfarms: how good are they? 


The use of wind as a free and readily available source of power is not new. Ancient sailors 

captured wind to sail long distances and explore the world. Farmers have also used wind for 

generations, to turn windmills pumping water for their stock and crops, and for grinding 

their grain. 

Today windfarms use wind to generate electricity by turning two or three huge 60-metre long 

propeller-like blades set high up on a 20-storey tower where they can capture more wind 

energy. There are many of these turbines clustered over a large area at a windfarm. They 

are positioned where the wind is fairly strong and constant; some on land that is unsuitable 

for other purposes and some on land still used 

for farming. Offshore windfarms have also 

been established. 

It is claimed the wind energy industry is 

booming and that by 2050, one-third of 

the world’s electricity will be generated 

by wind. Electricity produced by 

windfarms is renewable and costs are 

low once a turbine is erected. Less 

fossil fuel is being burned to make 

electricity and greenhouse gases are 

being reduced. They cause no air or 

water pollution and do not harm the 

environment. 

Interestingly, this source of electricity, 

while enthusiastically embraced by many 

of the world’s populations, is not without 

controversy. It has been reported that some existing 

windfarms have been shut down because of costs and some strongly voiced opposition has 

been widely reported in the media. Complaints were made about blade glint and noise. So, 

low-reflective coating was added to sails and people were told windfarm noise is inaudible 

to humans. But the main concerns involve health issues, such as anxiety, epilepsy caused 

by shadow flicker, insomnia, hearing loss, and speech and learning difficulties in children. 

Research so far is inconclusive, but it is known that anxiety itself can cause these symptoms. 

Birds are another issue. A log of the birds killed by rotating sails has been kept at many 

windfarms. Although bird migratory routes are now taken into account by developers, 

many are still dying. 

As world energy consumption continues to rise, sustainable solutions are essential. Despite 

some people’s aversion to the strange, almost alien appearance of these huge machines 

’visually polluting’ the landscape, they are one part of the solution. However, some people 

have expressed concerns about production costs and the health questions deserve further 

research. 


22 



There are monsters ... 




There are monsters out there; I’ve heard them roar 

When the night is dark and deep 

There are monsters out there; I’ve heard them roar 

When the world is hushed in sleep 

There are monsters out there; I’ve seen their arms 

Each sharp as a razor blade 

There are monsters out there; I’ve seen their arms 

In endless ranks arrayed 

There are monsters out there; I’ve seen them whirl 

Swordsmen in a dance 

There are monsters out there; I’ve seen them whirl 

That deadly, flashing lance 

There are monsters out there; I hear them now 

And it’s too late to flee 

There are monsters out there; I hear them now 

I know they come for me 

There are monsters out there; I feel their breath 

Send shivers down my spine 

There are monsters out there; I feel their breath 

As they form their battle line 

There are monsters out there; don’t let them near 

My home, my family, my friends 

There are monsters out there; don’t let them near 

Or this is where it ends 


23


Read the two texts about windfarms on pages 22 and 23. Answer the questions. 

1. The first text is a discussion. Does it have the following features? 

(a) Begins with a precise statement or definition. 

Yes No 

(b) Makes an introductory statement which includes some background information. 

Yes No 

(c) Presents more than one side of an argument. 

Yes No 

(d) Has a conclusion with a recommendation. 

Yes No 

(e) Uses only present tense verbs. 

Yes No 

(f) Links cause and effect. 

Yes No 

(g) Includes a diagram to support and explain the text. 

Yes No 

2. (a) How does the writer of the discussion indicate that he/she thinks the information 

in Paragraph 3 is debatable? 

(b) Write three of the positives about windfarms made in this paragraph. 

3. (a) Is Paragraph 4 arguing for or against windfarms? 

(b) Write two of the negatives about windfarms made in this paragraph. 

(c) How do windfarm developers explain the complaints they have received about the 

health issues associated with windfarms? 

4. Some people have referred to wind turbines negatively, as huge, strange, almost alien 

machines that pollute the landscape. Write a more positive description. 


24 






Read the two texts about windfarms on pages 22 and 23. Answer the questions. 

1. The poet who wrote There are monsters ... presents a very personal view of windfarms 

and makes it very clear that he/she doesn’t like them. 

(a) Do you think the poem was written to inform, entertain or persuade? 

(b) Describe how it made you feel. 

(c) Do you think this is the way the poet wanted you to feel? 

(d) How did the poet make you feel this way? 

(e) What is the effect of the repetition used in the poem? 

(f) What effect does the use of rhyme have? 


25 

Yes No 

2. Poets often use metaphor to evoke visual images and to create effects by saying one 

thing is something else. 

(a) Two examples of metaphor in There are monsters ... are: 

(b) Choose one of them and describe what you think it means. 

(c) Do you think this is an effective metaphor? 

Yes No 

Give 

reasons. 

(d) Write a metaphor you would use reflecting your attitude towards windfarms.

Humour in texts – 1 


This set of pages is to provide background information for teachers and to give assistance 

to students when writing their own humorous texts. 

NOTE: Humour in texts is very subjective. What one person considers humorous another 

person may not. 

Sources of humour in texts can be described as broadly covering the following scenarios: 

• something unexpected happens 

• something says something unexpected 

• something terrible happens to someone else 

• something embarrassing happens to someone else 

• someone does something silly, awkward or clumsy. 

Specific elements of humour in long or short texts may include: 

1. Subject matter being dealt with; for example, bodily functions. 

2. Situations: 

• what you see or hear is different to expectations; for example, a policeman who is 

afraid of criminals 

• a certain expectation is set up, then a twist or surprising ending occurs; for example, 

a bomb explodes but is full of soap bubbles 

• the usual rules of reason are relaxed and the impossible becomes possible; for 

example, a shy person becomes the lead singer in a rock band 

• examining issues which are sociably unacceptable or taboo usually within a safe 

framework of jokes; for example, ’If you had half a brain, it would be lonely’ 

• switching identities, roles or functions; for example, parent and child take on each 

other’s bodies 

• authority figures such as teachers or parents become adversaries; for example, ’No 

more pencils. No more books. No more teachers’ dirty looks’ 

• an author’s work, song or an idea is made fun of or imitated; for example, ’There 

was an old woman who swallowed a fly’ becomes ’There was an old bloke who 

swallowed a chook’ 

• humour relating to a specific topic or ’in’ jokes; for example, Q: At which sport do 

waiters excel? Ans: Tennis, because they serve so well. 

• exaggeration leads to disastrous consequences; for example, a teacher who can’t 

sing at all takes a music class 

• absurd things; for example, a hyena becomes a wildlife warden 

• something does not fit into its proper place or situation; for example, an astronaut 

takes a flying lesson 

• a character does or says the opposite of what he/she means to, as in irony (a figure 

of speech or literary device in which the literal meaning is the opposite of that 

intended) 

• funny human predicaments; for example, someone losing their swimming costume 

after diving into a pool. 


26 



Humour in texts – 2 


3. Characters: 

• with fears or flaws; for example, an absent-minded professor 



• who are unusual or extreme; for example, an athlete who thinks only about his/her 

sport 

• with unusual or funny names; for example, Amelia Bedelia, Stretch Oddfellow 

• who are conflicted so they suffer; for example, forgetting your speech in a publicspeaking 

competition 

• who are funny but not trying to be; for example, someone learning to skateboard 

who keeps falling off. 

4. Funny words: 

• puns (the humorous use of a word in such a manner as to bring out different 

meanings or applications, or of words alike or nearly alike in sound but different 

in meaning; a play on words); for example, ’Jill broke her finger today, but on the 

other hand she was completely 

fine’ 

Why were the early days of 

history called the dark ages? 

• double meanings or ambiguities; 

for example, ’Stock up and save. 

Because there were so 

Limit: One’ or ’Q: What did baby 

many knights! 

corn say to momma corn? Ans: 

Where’s pop corn?’ 

• word plays; for example, ’If a 

teacher teaches and a singer sings, 

what do authors do?’ 

• made-up or nonsense words; for example, ’thimmy-ma-jig’ 

• exaggeration; for example, ’I’m so hungry, I could eat a horse’ 

• understatements; for example, ’It’s a bit warm’ (stated on a very hot day) 

• plain talk; for example, ’You have lettuce between your teeth’ 

• turning things upside down or inside out; for example, ’We need more school rules’ 

• jokes, for example, ’Knock Knock. Who’s there? Ivor! Ivor who? Ivor good mind not 

to tell you now!’ 

• internal dialogue or thoughts; for example, a character saying ’Sure. I’ll do that!’ 

but really thinking ’Forget it! No way am I doing that!’ 

• anecdotes; for example, ’Did you hear about the lawyer who ...’ 

• language or behaviour which is usually unacceptable (or taboo); for example, 

belching, picking your nose etc. 

• substituting or switching words; for example, ’Bag of fruit (suit).’ 

5. Timing: finding the right moment to do something; for example, a policeman pursuing 

a criminal in and out of a series of doors which open and close at times so that the 

policeman keeps missing the criminal each time. 


27

Humorous language – 1 

Many literary devices can be used to create humour. Similes and metaphors are two such 

devices. 

A simile is a figure of speech which compares two different things 

using the words ’like’ or ’as’; for example, ’as quick as a fox’, ’as white 

as a sheet’, ’eat like a horse’ etc. 

1. Complete the ending of these common similes. 

(a) to fight like (b) as blind as a 

(c) as cold as (d) to sleep like a 

(e) to work like a (f) as light as a 

(f) as slow as a (g) to sing like an 

2. Write some similes of your own using the words provided. These may be longer than a 

single word or two as long as the description suits the word. They can also be funny! 

(a) slow 

(b) peanut butter 

(c) black 

(d) smelly 

(e) eat like 

A metaphor is a figure of speech which compares without using ’like’ or ’as’. It says 

something IS something else; for example, ’His hair is bone white’; ’She has a heart 

of gold’. 

3. Complete these well-known metaphors. After each say what it means. 

(a) The soldier has the heart of . 

(b) His wife was the light of . 

(c) The children were jumping . 

(d) After their lottery win, they were rolling . 

(e) The teacher told the children to pull . 

(f) It rained cats . 

4. Write some metaphors of your own using the words given. They can be funny! 

(a) The meal was . 

(b) The baby’s face was . 

(c) A clear conscience is . 

(d) Technology is . 


28 



Humorous language – 2 

Hyperbole is a figure of speech which uses obvious and intentional 

exaggeration to provide emphasis and humour. 



Examples include: I am so tired I could sleep for a week; Her grandfather 

is older than the hills; I’ll die if I don’t get another chocolate bar! 

1. Write an alternative expression for these examples of hyperbole. 

(a) The textbooks in my backpack weigh a tonne. 

(b) His brain is the size of a peanut. 

(c) She’s got a truckload of money. 

(d) I’m so hungry, I could eat a horse! 

(e) The boys ate so much junk food I thought they would explode. 

(f) If I’ve told you once I’ve told you a million times to clean up your room! 

(g) She’ll go insane when she finds out I’ve won the concert tickets. 

(h) Bill Gates has enough money to feed an entire continent! 

Hyperbole may be included in other figures of speech such as similes: for example, ’The 

team swam that race like greased lightning!’ 

2. Write a simile that includes hyperbole for the following. (Don’t forget to use ’like’ or ’as’.) 

(a) She is so skinny 

(b) The music at the party was so loud 

(c) Dad’s new sports car moves 

. 


29 

. 

.

A visit to Dr Paul White – 1 

Simon considered himself a reasonably brave twelve-year-old. He enjoyed doing new 

things and finding out what he could and couldn’t do. At camp, he’d tried abseiling, 

rafting, rock climbing and even the flying fox. If he wasn’t very good at those things it 

didn’t matter, because at least he’d tried. 

Unfortunately, one biannual event always caused panic to erupt in Simon’s intrepid body. 

A visit to Dr Paul White for a check-up was definitely cause for panic. Mum was convinced 

that Dr White was an excellent dentist. Dr White was a nice enough person. He was tall 

and pleasant to look at. He had a mop of blonde hair, thick bushy eyebrows and twinkling 

brown eyes. He also liked to tell weird jokes. Dr White had attached several interesting 

pictures to the ceiling above the patients’ chair so they would have something to look at 

during examinations. Dr White, however, had one major fault—he loved cooking—usually 

with lots of garlic! Whenever he opened his mouth to speak, the odour of smelly garlic 

covered the nearest person. It seemed to hover in clouds around his body and permeate 

the whole room. It stung your eyes until they watered and stole your breath away until 

you wanted to gag. Dr White’s patients were not very sociable. They usually left as soon as 

they could. 

Today, despite his numerous failed protests, Simon’s mother was driving him to the dentist. 

Simon was determined to get the visit over and done with quickly. His mother parked the 

car, fed the parking meter and, together, they walked quickly to the surgery. They gave 

their names to the receptionist and settled down to wait. 

’Simon Bailey!’ the dental nurse called out and smiled at him. Simon took a deep breath 

and followed her into the examination room. 

’Hello, Simon!’ chortled Dr White cheerfully as he straightened the instruments on his tray. 

’How have you been?’ 

’Hi!’ mumbled Simon to the back of Dr White’s head as he continued with his task. ’I’m 

fine.’ 

’Did you hear the one about ...’ Dr White began as Simon stared at him in amazement. 

Buzzing bees seemed to fill Simon’s head as he tried to make sense of what he was seeing. 

’Not funny I know ...’ Dr White was saying, ’... but you know how I like my jokes!’ 

As Simon continued to stare, Dr White seemed to notice his confusion. 

’Oh!’ he laughed. ’You’ve noticed the joke surgical mask my colleague 

brought from Germany. He’s working with me for six months and 

thought my patients would like them. He’s a good cook too, so 

he’s teaching me how to make lots of German dishes!’ 

That’s when Simon realised he could detect no garlic smell. 

He had been completely distracted by the stupidest mask 

he had ever seen! 


30 



A visit to Dr Paul White – 2 

Complete the answers after reading the text on page 30. 

1. Narrative texts usually begin with an orientation which tells who, when and where. 



(a) Where is the orientation in this text and what does it include? 

(b) How has the author commenced the text, and why do you think he/she did this? 

2. Tick the other aspects of narrative text structure which have been included. 

(a) complication (b) events in order (c) resolution 

(d) ending 

(e) other 

3. Tick the language features of narrative texts which have been included. 

(a) verbs in the past tense 

(c) appropriate paragraphs 

(b) conjunctions to join ideas 

(d) other 

4. Write some examples of words or phrases which show exaggeration in: 

(a) Simon’s panic at the thought of visiting Dr White 

(b) the smell of garlic emanating from Dr White 

5. Explain how the words of exaggeration help you empathise better 

with Simon’s feelings about visiting the dentist. 


31

The skateboard lesson – 1 

1. Despite all the arguments Tess put forward, her parents stubbornly refused to buy her 

a skateboard like her two elder brothers. 

2. ’They’re too dangerous! I’ve seen kids flying up and down the roads on them’, stated 

Mum. ’They skate all over the footpath and bowl over nearly every pedestrian in 

sight.’ 

3. ’It’s not fair!’ mumbled Tess. ’I’ll die if I don’t get a skateboard! Bec has one and she’s 

younger than me! All the cool kids have one!’ 

4. ’Maybe for your next birthday!’ Mum said emphatically, ending the discussion. 

5. One Sunday afternoon, Mum and Dad paid their monthly visit to batty Great Aunt 

Mildred and left Tess with her brothers. 

6. ’This is the perfect chance to prove I’m old enough for a skateboard. I’ll practise while 

Mum and Dad are away, and master the basics before they get back. Steve and Paul 

always let me do what I want!’ Tess thought. 

7. Before long, Tess was standing on her oldest bother’s skateboard on the footpath 

outside her home, feet positioned correctly, feeling very confident. Even Spot the cat 

came to watch. 

8. ’Now take one foot off, and push slowly until you start moving’, Steve ordered. 

9. Tess pushed hard—a bit too hard! 

The skateboard shot forward like 

a speeding bullet while Tess shot 

backward. She landed heavily on 

her bottom with her left hand 

pressing on Spot’s tail. With 

immense horror, she watched 

Spot speed away. Her white face 

deepened to beetroot red as the 

skateboard flew in the opposite 

direction with Steve in hot pursuit. 

10. Spot hissed and bolted between Paul’s legs just as he was about to take a mouthful 

of red diet cordial. The drink cascaded down the front of his new white T-shirt; the 

remainder flowed onto the footpath like a sticky pool of blood. Spot, in a tizzy, 

dived under the outdoor table, upending it and sending a ceramic pot plant of herbs 

plummeting to the pavers. 

11. The skateboard, meanwhile, continued onto the road towards Old Man Grump 

cycling back from the market with fruit and vegetables in his basket. Swerving to 

avoid the obstacle that had careered into his path, he upended the basket. Colourful 

vegetables splattered and bounced everywhere, while Old Man Grump struggled to 


32 






control his wobbling vehicle. Keeping an eye on his disappearing dinner, now bruised 

and bloodied, and straightening an upset bicycle, proved just too much for Old Man 

Grump! He landed in an untidy heap of tangled limbs in Mrs Carstairs’ prize rose 

garden, flattening her precious blooms. Steve, meanwhile, continued his pursuit of the 

escaping skateboard, dodging bicycles and squashed fruit and vegetables, in a failed 

attempt to stop it. 

12. The symphony of discordant noises drew the attention of the boys who lived across 

the street. Soon, they too were out on the footpath surveying the action. Much to 

Tess’s embarrassment, Elijah, her latest crush, was among them. Unable to burrow into 

the ground, she stood gingerly and turned her eyes to the street as if discovering what 

was happening for the first time. Her eyes stung with unshed tears and her shoulders 

hunched as if she could pull her body inside itself and disappear for good. 

13. As a very familiar car turned the corner into the street, Tess groaned. Two curious 

parents surveyed the wreckage along the street and wondered what serious 

conversation Old Man Grump and Mrs Carstairs could be engaged in so heatedly. They 

could almost see steam emerging from the ears of the combatants. 

14. The skateboard, unconcerned, came to a rest under Sergeant Plod’s police car. Steve, 

still closing in quickly on his prey, bumped ignominiously into the bonnet and sprang 

back like a puppet on a string, straight into the path of his parents’ approaching car. 

S-c-r-e-e-ch! The car slammed to a halt as horrified faces stared back at each other. 

15. ’What IS going on here?’ bellowed Sergeant Plod 

across the neighbourhood, stopping everyone in 

their tracks. Tess’s parents joined the crowd on 

the footpath and everyone began chattering 

at once, attempting to present their version 

of the events. 

16. As he scanned the stunned faces in the 

street, Sergeant Plod’s laser eyes zeroed in 

on Tess’s stricken face. A crowd of interested 

faces slowly turned in her direction. 

17. ’Well! What have you to say for yourself?’ 

he questioned Tess. 

18. ’I think I need a bit more practice’, Tess said 

as she rubbed her sore behind and brushed 

her embarrassing tears away. Spot agreed. 


33


Complete the answers about text structure after reading the text on pages 32 and 33 

1. Narrative texts usually begin with an orientation which tells who, when and where. 

(a) Where is the orientation in this text and what does it include? 

(b) Why do you think the author included the four short paragraphs before the actual 

orientation? 

2. Explain the complication in this narrative and where it can be found. 

3. Events in a narrative are given in the order in which they occur. Why is this especially 

important in this narrative? 

4. Narratives usually include a resolution to a complication. Is there a resolution to 

the complication in this narrative? If yes, what is it? If not, explain why you think a 

resolution was not given. 

5. Endings in a narrative usually show what has changed. Does this happen in this 

narrative? If yes, what is it? If not, why do you think the author left the narrative 

without a change? 

6. Is the title appropriate? Suggest one or two more 

humorous titles below. 


34 




Complete the answers about the language features 

relating to the text on pages 32 and 33. 



1. Write four examples of: 

(a) verbs in the past tense 

(b) conjunctions to join ideas 

2. A simile is a figure of speech which compares two different things using ’like’ or 

’as’; for example, ’The lake was as clear as a mirror’. Write one example each from 

paragraphs 9, 10 and 14. 

3. Personification occurs when authors apply human characteristics or attributes to 

inanimate objects. Write a word or phrase in Paragraph 11 which personifies: 

(a) Old Man Grump’s fruit and vegetables 

(b) the skateboard 

4. Exaggeration helps readers identify with a character’s feelings. Select four examples of 

words or phrases which illustrate Tess’s embarrassment. 

• 

• 

• 

• 

5. Write phrases which exaggerate: 

(a) Mum’s statement about the actions of other skateboarders. 

(b) the argument between Old Man Grump and Mrs Carstairs. 

(c) Tess’s desire to own a skateboard. 


35

The solitary troll and the three skinny goats – 1 

1. Once upon a time, in the land of Scandia, there was 

an extremely ugly troll, with protruding eyes and a 

nose as long as a tree trunk. His name was Trevor. 

2. His unpleasant features deterred others from 

approaching him. He had no troll friends and spent 

most of his time in solitary occupations. Unlike the 

others of his species, Trevor was a vegetarian. His one 

dream was to find a place of his own and live his life 

without censure. 

3. After much searching, Trevor found a comfortable 

abode beneath a bridge. It had a sturdy roof of 

wooden planks, and was close to cool, clean drinking 

water. The hillside nearby was coming to life with 

lush, green grass and other edible delights. 

4. The first few nights spent in the new dwelling were rather uncomfortable. Spring had 

yet to take a firm hold on the weather. The nights were still bitterly cold and Trevor 

had yet to fill his home with his possessions or decorate it to his satisfaction. It was 

draughty and chilly instead of warm and cosy. As a result, Trevor soon found himself 

with a runny nose, scratchy throat and a rumbling voice. Trevor had troll flu, and was 

feeling far from happy. Each day, he laboured to finish decorating his home and fell 

into a fitful, feverish sleep at night. Gradually, his home began to feel ’lived in’ and his 

flu improved. His voice, however, remained rough and scratchy. 

5. One day, just as he was waking, Trevor heard a noise on his roof. ’Trip! Trap! Trip! 

Trap!’ went the bridge. 

6. ’Who’s that tripping over my bridge?’ roared the troll, in his raspy voice. 

7. ’It is only I, Junior Billy Goat Buff’, said a timid voice. ’I’m going up to the hillside to 

make myself fat.’ 

8. ’Wait! I’ll hobble up and go with you!’ said Trevor, eager to meet his new neighbours. 

9. ’Oh, no! Please don’t gobble me up!’ replied Junior Billy Goat Buff. ’I’m too little! Wait 

for the Intermediate Billy Goat Buff! He’s much bigger!’ 

10. ’I’m not going to gobble you up!’ roared the troll. ’I’ll come with you!’ But the staccato 

of tiny hooves could be heard above, skipping across the bridge heading towards the 

hillside. 

11. ’Perhaps Intermediate Billy Goat Buff is less skittish!’ Trevor contemplated. ’I’ll wait for 

him.’ 

12. Shortly afterwards, Intermediate Billy Goat Buff began to cross the bridge. 

13. ’Trip! Trap! Trip! Trap!’ went the bridge. 

14. ’Who’s that tripping over my bridge?’ roared the troll, in his raspy voice. 


36 




15. ’It is only I, Intermediate Billy Goat Buff’, said a louder voice. ’I’m going up to the 

hillside to make myself fat.’ 



16. ’Wait! I’ll hobble up and go with you!’ repeated Trevor. 

17. ’Oh, no! Please don’t gobble me up!’ replied Intermediate Billy Goat Buff. ’I’m not very 

big! Wait for Senior Billy Goat Buff! He’s much bigger!’ 

18. ’I’m not going to gobble you up!’ roared the troll. ’I’ll come with you!’ But the staccato 

of hooves could be heard above, skipping across the bridge heading towards the 

hillside. 

19. ’Perhaps Senior Billy Goat Buff is less skittish!’ Trevor contemplated. ’I’ll wait for him.’ 

20. Shortly afterwards, Senior Billy Goat Buff began to cross the bridge. 

21. ’Trap! Trap! Trap! Trap!’ went the bridge, as loud thudding hooves ventured onto the 

bridge. The wooden planks of the troll’s house began to echo and tremble. 

22. ’Who’s that trapping over my bridge?’ roared the troll, in his raspy voice. 

23. ’It is I, Senior Billy Goat Buff’, said a very loud voice. ’I’m going up to 

the hillside to join my brothers who are busily making themselves 

fat.’ 

24. ’If you wait, I’ll hobble up and go with you!’ replied Trevor. 

25. ’Well, come along! I’ve two gorgeous horns 

Which have only improved since the day I was born. 

I’ve got, besides, four sleek polished hooves and a body so fit. 

There is no handsomer animal. I dare you to prove it!’ 

26. That was what the Senior Billy Goat Buff said, as Trevor 

emerged cautiously from beneath the bridge. Surely such 

a fine, confident animal would be utterly appalled at his 

horrendous appearance. He braced for the ridicule that usually followed. 

27. At the sight of the protruding eyes and nose as long as a tree trunk, the eyes of Senior 

Billy Goat Buff widened in amazement. His mouth opened and closed as he struggled 

to find his voice. 

28. ’I beg your pardon, sir, for my obnoxious behaviour. If I had known I was in the 

presence of such illustrious company, I would never have bragged about myself. 

Your appearance leaves me totally flummoxed. Never in my life have I seen such fine 

examples of olfactory or ocular organs. You are a king among the stupendous. In this 

region, the unusual is revered and treasured’, Senior Billy Goat Buff waffled. 

29. So Trevor joined the goats on the hillside and became very fat. And if Trevor has not 

changed his dietary habits, they continue to coexist quite happily. 

30. SO: If you want to live a happy life, ’do your own thing’ and when others confront you 

... well ... you can cross that bridge when you come to it! 


37


Complete the answers about text structure after 

reading the text on pages 36 and 37. 

A fairytale follows a basic narrative format. 

1. Write the title and an alternative. 

2. Where does the orientation occur in this text and which features does it include? Write 

each part of the orientation. 

3. Copy one or two examples from the text which tell about the complication. After each, 

in brackets, state the paragraph (para.) where it was found. 

4. State the main events in the correct order they occurred. 

5. Briefly explain how the complication was resolved. 

6. Was it resolved to your satisfaction? Yes No Explain. 

7. What changed at the end? 


38 




Complete the answers about the language features 

relating to the text on pages 36 and 37. 



1. The word ’deterred’ in paragraph 2 is an example of a verb in the past 

tense. Find and write four examples of simple past tense verbs from the text. 

2. The author has substituted a number of different words for ’said’ to enrich the 

vocabulary of the text. Find three other verbs with the same meaning as ’said’. 

3. Conjunctions join ideas in a text. Write the two ideas as separate sentences in the 

examples given. Underline the conjunctions. 

(a) After much searching, Trevor found a comfortable abode beneath a bridge. 

• 

• 

(b) Gradually, his home began to feel ’lived in’ and his flu improved. 

• 

• 

4. Exaggeration can be achieved in many ways. Find examples of each in the text. 

Paragraphs where they can be found are given. 

(a) a simile (a figure of speech which compares two different things using ’like’ or ’as’) 

which shows how ugly Trevor feels his nose is. (Para. 1) 

(b) hyperbole (obvious and intentional exaggeration) to illustrate: 

(i) 

Senior Billy Goat Buff’s ’over the top’ reaction to seeing Trevor for the first 

time. (Para. 27) 

(ii) Trevor’s feelings about how others will react to him (Para. 25) 

5. Write some interesting words which paint visual images in the text. 

(a) short, sharp noises, size and how quickly Junior Billy Goat Buff went across the 

bridge (Para. 10) 

(b) Trevor’s unhappiness (Para. 2) 


39

Can you handle it? 

Many advertisers use exaggeration and humour to grab the viewer’s attention and to 

convince them to buy their products. 

1. Read and view the mobile phone advertisement below. 

2. Give examples of exaggeration that illustrate the advertiser’s and manufacturer’s 

opinion that this mobile phone: 

(a) is something that you cannot live without. 

(b) has many good features. 

(c) is of a very good quality. 

3. Give two examples of the author’s attempts at humour. 

4. Why would the author use the adverbs ’forever’ and ’always’ in the text? 


40 





Holidays that don’t ’suck’! 

Many advertisers use exaggeration and humour to grab the viewer’s attention and to 

convince them to buy their products. 

1. Read and view the advertisement below. 

2. Which adjectives exaggerate the positive experience of holidaying in Transylvania in 

Paragraph 1? 

(a) holiday (b) Transylvania 

The author has used exaggeration and attempts at humour following a vampire theme to 

grab the attention of the readers and entice them to consider booking a holiday through 

them to Transylvania. 

3. Write all the examples from the text in the box below. 

4. Suggest one or two other exaggerations of a humorous nature using the vampire 

theme that could be included in the holiday advertisement. 


41

Gaya-dari the platypus – 1 

1. Long ago in the Dreamtime, a young duck had developed 

the habit of swimming by herself in the creek. The elders of 

her tribe warned her repeatedly that Mulloka the water devil 

would capture her if she continued to swim alone. Of course, 

being headstrong and immature, she paid no attention to 

their persistent warnings. 

2. One day, having swum a long way down the creek, she 

stopped on the bank to rest and feed. While she was 

consuming some tender green grass, an enormous water rat 

emerged from hiding and seized her. Biggoon was urgently 

seeking a wife because he was extremely lonely. 

3. In a soothing voice, he explained that if she agreed to stay with him, he would not 

harm her. However, he threatened that if she struggled or tried to escape, he would 

strike her on the head with the spear he carried. 

4. The duck was utterly terrified so she obeyed her captor’s commands. From that day 

onwards, to lure him into complacency, she pretended to enjoy her new life and 

that she would remain forever. Eventually, Biggoon began to believe the duck was 

contented with her new life, and ceased guarding her day and night. He returned to 

his former practice of sleeping for long periods during the daytime. 

5. One day, while Biggoon slept soundly, the duck slipped stealthily into the river and 

swam away as swiftly as she could towards her old camp. When she finally reached 

camp, she told her tribe how Biggoon had captured her and forced her to remain with 

him as his wife, and about her eventual escape. So the young duck was able to resume 

her old life. 

6. When the time came, the young duck established a nest and covered her eggs with 

mirria bushes beside the creek. She had quickly forgotten her ordeal with the water 

rat. When her two babies hatched, their appearance was immensely different from 

that of the other tribal members. Their bodies were covered with soft fur instead of 

downy feathers; they had duck bills and four webbed feet instead of two. On the back 

of the feet were spear points like the one Biggoon perpetually carried. 

7. Much to her dismay, the tribe banished the young duck and her scorned children 

because they were so dissimilar to the other members. So the small family retreated 

upstream to hide from the tribe and Biggoon. Finally, she found a narrow, scrubby 

creek in the mountains where she could live unseen on the banks with her children. 

Soon her children began to see how different her appearance was from theirs and 

they too avoided her. Too lonely and miserable to even search for food, the desolate 

little duck began to waste away. In the mountains far from her old hunting ground, 

she died, forgotten, in grief. 

8. Her children, however, flourished and produced more babies like themselves. The 

mountain creeks became the habitat of the Gaya-dari, the platypus. And a new tribe 

was created from the mournful experiences of a young duck. 


42 





Gaya-dari the platypus – 2 

Authors use pathos—a literary device—to try to develop feelings 

of pity or sympathy for characters in a text. Certain words, 

phrases or images help readers understand how the characters 

are feeling. 

1. Biggoon was really committed to having the duck for a wife. What two methods did he use 

to make her comply with his wishes? Which words tell you this? 

2. The tale does not say how Biggoon felt after he discovered that the duck had 

disappeared. What words and phrases in Paragraph 4 tell you he may have been really 

disappointed? 

3. Which words in the first sentence in Paragraph 5 tell you that the young duck had to 

be sneaky and dishonest about her actions when she escaped the rat? Would you have 

done the same thing? Explain. 

4. Which words or phrases in Paragraph 7 emphasise the duck’s situation and her feelings 

about it? 

5. What are your feelings about what happened to the duck? Do you feel that one silly 

action should result in her exile and eventual death? Explain. 

6. The young duck is never given a name. What do you think is 

the reason for this? 


43

The rhetorical triangle 


The ancient Greek philosopher Aristotle stated that a person’s ability to persuade an 

audience depended on how effectively he or she appealed to them at three different levels. 

The three levels or elements are: 

• ethos, which refers to the credibility and authenticity of the writer. 

• pathos, which refers to the emotional response of the audience to the text. 

• logos, which refers to the validity of the evidence used to support an opinion and how 

effectively the author has argued his or her point. 

The rhetorical triangle is an illustration of how these three elements of writing should be 

balanced within a text. 

Pathos 

(about the audience) 

Ethos (about the writer) 

Logos 

(about the text) 

Authors strive to balance ethos, pathos and logos within their writing but an author may 

alter this balance depending on the purpose of the writing and the audience for whom it is 

intended. 

It is important to remember that these elements are not separated within a text but blend 

together to form a creative, balanced text. Any aspect of a text can include more than 

one element; for example, an author can appeal to the values of an audience (pathos) by 

giving statistical evidence (logos) of the numbers of people benefitting from the proceeds 

of a charity event. If the author also refers to his or her role in organising the event, this 

presents him or her as a caring person who is involved in the event (ethos). 




44

Ethos 




Ethos appeals to the character of an author. When ethos is used in persuasive 

writing, the author’s image is the key ingredient in persuading the audience that 

the point of view is valid. The author aims to convince the reader that he or she 

is qualified to speak on the subject and does so honestly. An author has a greater 

chance of persuading the audience if he or she has their respect. 

The ethos element of a persuasive text is characterised when the writer: 

• states his or her qualifications and experience on the subject under discussion or outlines 

his or her interest in the subject 

• treats other points of view with respect even though he or she does not agree with them 

• refers to credible sources or evidence that validate his or her argument and show that 

other points of view are misguided 

• uses appropriate word choice and formality for his or her audience 

• presents the written text in an organised manner using a recognised format for 

persuasive writing with an introduction, arguments presented in a logical manner from 

strongest to weakest and a conclusion 

• delivers the text in a confident manner without a suggestion of arrogance or disapproval 

towards those holding other points of view. 

The ethos element of a persuasive text can be harmed if the writer verbally attacks the people holding 

different opinions rather than just questioning their opinions. This tactic is often used when politicians 

from opposing parties want to highlight the differences between their policies. The idea is to create a 

great divide in the electorate so that at election time voters are sure of the party they want to vote for. 

The ethos element of persuasive text can be deceptive if it is delivered by another person chosen on 

the basis of popularity or charisma. This tactic is often used in advertising when the physical appeal of 

actors or models is used to sell products. 

DICTIONARY 


45 

notes

All about the author – 1 


For an effective piece of persuasive text, the writer uses ethos to convince the 

audience that he or she is someone worth listening to. For an audience to be 

persuaded by the text, they must believe in the authenticity of the writer. 

Examine the extracts of the three persuasive texts and consider how you feel about the 

author of each. 

Writer 1 – Smoking kills 

So, you want to look cool, act older, feel independent. OK. Go ahead. 

Do it. Say ’yes’ the next time someone offers you a cigarette. You’ve 

heard all about the health problems but you’re young, you’re invincible. 

Nothing bad will happen to you. But that’s where you’re wrong. Smoking 

kills! 

I have been a doctor for over 20 years and have seen so much suffering 

because people thought that nothing bad would happen to them. 

Smoking is the catalyst that causes multiple fatal diseases to different 

parts of the body. Think of them as a hail of arrows on a Middle Ages 

battlefield. It only takes one to kill you and as there are so many of them, 

one is bound to get you. Let me tell you about some of the cases I have 

had to deal with ... 

Writer 2 – Smoking rocks 

At the end of the day, whether you smoke or not is your choice. No-one can 

live your life for you and if smoking makes you feel better, then do it. Let’s 

face it, we all have so many problems these days, why shouldn’t we be free 

to enjoy a cigarette when we want to? 

I’ve been a sales representative for a cigarette company for almost 20 

years and I know the pleasure people get from having a cigarette. I know 

some are a bit expensive and people keep going on about them being bad 

for you but hey, life’s too short to be worrying all the time. All my family 

smoke and my Grandpa is still going strong at nearly 90. He’s got a bit of a 

cough but what do you expect at that age? Let me tell you about him and 

how he got started ... 

Writer 3 – Smoking stinks 

’Phew! What is that smell?’ I asked myself as I walked past a group of 

young teenagers. You’ve got it! They were smoking, all of them and it 

was disgusting. I could almost see the cloudy haze developing above 

them. The problem is, the smell doesn’t disappear once the cigarette is 

put out. It lingers, on your clothes, in your hair and on your breath. The 

bottom line is, smoking and smokers stink. 

If a person smells for some other reason, we would all agree that it’s 

not very attractive. Why then, is it so hard to convince people not to 

take up smoking? Surely they’re smart enough to know that no amount 

of deodorant, perfume or toothpaste will stop them smelling like a 

stale ash tray! Let me tell you about what made me stop smoking ... 


46 



All about the author – 2 

Read and discuss the texts on pages 45 and 46 before answering the questions. 

1. Circle For or Against smoking for each writer. 



Writer 1: For Against Writer 2: For Against Writer 3: For Against 

2. (a) Briefly explain each writer’s stance on smoking. 

Writer 1: 

Writer 2: 

Writer 3: 

(b) Compare and contrast the opinions on smoking of Writer 1 and Writer 3. 

Similarities 

(c) Would you be interested to hear the things each writer wants to tell you? Circle. 

Writer 1: Yes No Writer 2: Yes No Writer 3: Yes No 

3. As a doctor, Writer 1 is professionally qualified to discuss the health problems 

associated with smoking and has a good chance of convincing his audience that his 

arguments are valid. 

But what of Writers 2 and 3? Evaluate their chances of convincing an audience to 

agree with their opinions. 


47 

Differences 

Writer 2 Writer 3

Pathos 


Pathos appeals to the emotions, empathy, beliefs and values of the audience. When writers use 

pathos in their work, they want the audience to respond emotionally. People can win support for their 

cause if their audience can imagine being the person or being in the situation that is described. While 

pathos often conjures up an image of sadness, it includes all emotions. Our emotions do influence the 

decisions we make and this is considered by writers of persuasive texts, including political speeches 

and advertising campaigns. 

The pathos element of a persuasive text is characterised when the writer: 

• focuses on emotions he or she can genuinely relate to 

• addresses the values and interests of the audience to bring them into the argument, 

making them feel personally involved 

• addresses the audience from the text, referring to them in a positive way 

• evokes empathy in the audience so they can identify with the writer’s point of view 

• uses narrative and powerful descriptive language such as metaphors and similes to 

create an image that evokes the required emotion and inspires the audience to adopt 

the point of view 

• uses an appropriate style that is appealing to the audience 

• evokes emotions that inspire the audience to agree with his or her point of view and 

disagree with those of his or her adversaries 

• delivers the text in a controlled, objective manner, thus emphasising the emotional 

nature of the text. 

The pathos element of a persuasive text can be harmed if the writer evokes the wrong emotion in an 

attempt to shock the audience into agreeing with his or her point of view. 

Pathos is deemed to be manipulative if the writer attempts to evoke in the audience an emotion he or 

she does not personally feel. 

The effect of pathos is lost if the text is presented in an emotional way. This creates in the audience a 

feeling that the writer is too emotionally involved to produce a credible text. 


48 



All about the audience – 1 




For an effective piece of persuasive text, the writer uses pathos to stir the emotions 

of the audience to respond positively to his or her arguments. Before writing, an 

author will consider who the audience is and adjust the style and vocabulary to suit 

them. 

Examine the extracts of the three persuasive texts and consider how each writer attempts to evoke 

feelings in the audience. 


49

All about the audience – 2 


1. Each writer is attempting to evoke a different emotion in his or her audience. What do 

you think they are? 

Writer 1: 

Writer 2: 

Writer 3: 

2. (a) What simple strategy does each writer use to immediately engage the audience in 

the text? 

(b) Each writer uses examples to illustrate his or her arguments. What are they and 

how effective are they at engaging your interest in their arguments? 

Writer 1: 

Writer 2: 

Writer 3: 

3. Rate each writer for his/her attempts to engage you as the audience. 

Writer 1: Poor 



Excellent 

Excellent 

Excellent 


50 



Logos 




Logos appeals to reason and how effectively the author has presented the text. Writers 

who uses logos are basing their arguments on reasoning. They use statistics, known facts, 

scientific and mathematical evidence and observed patterns to explain objectively how or 

why their opinions and argument are valid. If readers recognise the validity of the evidence 

and follow the writer’s reasoning, they are likely to accept his or her point of view. 

The logos element of a persuasive text is characterised when the writer: 

• focuses clearly on specific arguments rather than giving a general opinion 

• supports the argument with simple reason and valid evidence 

• chooses evidence that is relevant to the topic 

• uses validated statistics sparingly for good effect 

• is direct and to the point and keeps the argument moving forward from the most to 

the least significant points 

• uses an appropriate style that is appealing to the audience 

• evokes emotions that inspire the audience to agree with his or her point of view and 

disagree with those of his or her adversaries 

• delivers the text in a controlled, objective manner, thus emphasising the reasoned 

nature of the text 

The logos element of a persuasive text can be harmed if the writer includes too much data in support 

of an argument as this can detract from the message of the text. 

Using logos inspires in the audience the feeling that the writer knows what he or she is talking about. 

Unless the reader/listener has valid evidence to the contrary, it is likely that he or she will accept the 

writer’s point of view. 

Some evidence used to support the logos element of a persuasive text is anecdotal. This type of 

evidence is a commonly-held belief based on the personal experiences of many people. 


51

All about the text – 1 


For an effective piece of persuasive text, the writer uses logos to support his or her 

argument. Using statistics, known facts and other forms of valid evidence, writers can 

present an argument based on reason. 

Examine the extracts of the three persuasive texts and consider how each writer uses logos to 

convince the audience to accept his or her point of view. 


52 



All about the text – 2 


1. Match the text with form of evidence used. 



(a) Smoking kills • • anecdotal evidence 

(b) Smoking rocks • • known facts 

(c) Smoking stinks • • statistics 

2. Describe your response to the evidence of each argument. 

(a) Smoking 

kills 

(b) Smoking 

rocks 

(c) Smoking 

stinks 

3. Facts and statistics are often presented in graphic organisers to make the evidence 

easier to absorb. 

(a) Use this table to present the evidence given in the text, Smoking kills. 

(b) On squared paper, draw a graph to present the evidence given in the text, 

Smoking rocks. 


53

Fit for life – 1 


Keeping fit does not mean the same as playing sport. For many people, the idea of taking part in sport 

is abhorrent, but this does not mean that they want to be or should be destined to live an unfit life. 

Keeping fit refers to looking after your physical health. In an age when modern technology has greatly 

reduced the need or desire for movement, keeping fit is more important than ever. As a paediatrician 

and a university Professor of Child Health, I have discovered through research that a poor diet and lack 

of exercise in young children is increasing their risk of heart disease, diabetes and stroke. A recent study 

shows that today just over 30% of primary school students and 25% or preschoolers are overweight or 

obese. 

The foundations of adult health are laid down in childhood. The habits you develop now will be with 

you for life. Take time to consider your current lifestyle. Be honest with yourself. Is it healthy? Can you 

see where you can make improvements? 

A young animal’s natural inclination is to be active. Can you imagine any young animal choosing to sit 

for hours, crossed-legged in front of a computer screen instead of being active? When you reduce your 

activity, your metabolism slows down. But when you’re less active, you also have more time to snack 

on foods like chips and sweets. Think about it. You’re less active, you burn fewer calories, you eat more 

food. What do you think is going to happen? You don’t need to be a genius to work out the answer! 

There are many ways to keep fit that don’t involve sport; for example, get around by walking, cycling, 

skating or riding your scooter; meet up with friends to have fun at a local park or the beach instead of 

at each other’s homes; help your parents in the house or garden. Have you ever considered what great 

workouts hanging out the washing, weeding, washing windows or the cars, vacuuming and ironing can 

be? Whatever you choose, it all adds up. 

Keeping fit is easy. The difficult thing is the initial step, making the decision to change your ways. But 

this decision must come from within you. Others are important for motivation and support but without 

your commitment, it will always be an uphill struggle. Your future is in your hands. 


54 



Fit for life – 2 

Read and discuss the text on page 54 before answering the questions. 



1. Explain how the author has used the elements of ethos, pathos and logos to present 

the argument. 

(a) Ethos 

(b) Pathos 

(c) Logos 

2. (a) Describe what you like and dislike about the way the writer has presented the 

argument. (Note: This does not mean whether you agree or disagree with the 

author’s opinion.) 

Like 


55 

Dislike 

(b) Has the author made you seriously consider your fitness for life?







Assessment 

checklist 

Student Name 

Understands why writers 

choose a particular text type 

to suit their purpose 

Analyses and compares 

particular elements of text 

structures and language 

features chosen by writers 

Identifi es language features 

used to create humour in 

text 

Identifi es the elements of 

ethos used in texts 


pathos used in texts 


logos used in texts 


56







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. Analyse and compare some elements of the text structure and language features of a range of texts, to 

identify the reasons for the writers’ choices. 

E2. Examine works which include humour and pathos to look at strategies the author used to tell the reader 

about the characters’ feelings, to develop empathy for their point of view or concern for them. 

E3. Examine the three elements of persuasion (ethos, pathos, logos) used by a writer to appeal to an 

audience. 

• Understand the uses of objective and subjective language and bias (ACELA1517) 

• Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases 


• Identify and explain how analytical images and fi gures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in 

factual and persuasive texts (ACELA1524) 

• Investigate how vocabulary choices including evaluative language can express shades of meaning, feeling and opinion (ACELA1525) 

• Analyse and evaluate similarities and differences in texts on similar topics, themes and plots (ACELT1614) 

• Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, infl uence personal response to different texts 


• Experiment with text structures and language features and their effects in creating literary texts, for example using imagery, sentence variation, 

metaphor and word choice (ACELT1800) 

• Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708) 

• Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711) 

• Analyse strategies authors use to infl uence readers (ACELY1801) 

• Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and 

digital resources appropriate to the purpose and audience (ACELY1714) 

• Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522) 

• Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse 


• Participate in and contribute to discussion, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, 

experiences and opinions (ACELY1709) 

• Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example 

table of contents, glossary, chapters, headings and subheadings (ACELY1712) 

• Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and 

digital texts (ACELY1713) 

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 

Information and communication 

technology (ICT) capability 

Critical and creative thinking 

Reading 

✔ 

Viewing 

✔ 

✔ 

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 


57







Answers 

Young cyclist remains in coma ........................page 12 

1. (a) a newspaper reporter 

(b) third 

(c) facts 

(d) the general public 

(e) It was written to give information. 

(f) Answers may include: a headline so readers will read on to fi nd out 

what happened, a photo of the boy, comments by the boy’s father 

and the truck driver 

2. (a) The boy 

(b) fi rst 

(c) It expresses opinions as well as facts. 

(d) It was written to persuade others to wear their helmets. 

(e) parents, teachers and students from the school 

(f) wear bike helmets 

3 (a) It says the helmet was found on the handlebars. 

(b) The boy tells them he wasn’t wearing his helmet and it was his 

fault, and that they should wear theirs. 

(c) Answers will vary but may include information about the purposes 

for which the two texts were written; i. e. one to give information 

to the public and the other to persuade students and others to 

wear bike helmets, the intended audience, the media it was written 

for and the people who wrote it. 

Glen Wallace Primary School newsletter .......page 13 

1. (a) The text tells the story of what happened, then tells people what 

the writer thinks they should think about and do. 

(b) Answers will vary but may include that the boy did it for a more 

dramatic effect, that he wanted his readers to know the whole 

story, or he thought it would be more persuasive if he did it that 

way. 

(c) Answers will vary. Teacher check 

2. (a) Examples include: ’remains in a coma’, ’expressed his family’s 

gratitude’, ’praised the actions’, ’Their on-going concern’ and ’the 

actions of the paramedics’ 

(b) Examples include: ’I ended up in hospital’, ’They were pretty upset’, 

’The physios were tough’, ’Dad got mad with me’, ’still not right’ 

and ’having a really bad day’ 

3. Answers may include: 

(a) sad, sorry, regretful, miserable, foolish, embarrassed, stupid, sore, 

upset, worried, jealous, frightened 

(b) anxious, worried, frightened, angry, cross, grateful, concerned, 

hopeful, sad, miserable 

(c) embarrassed, worried, uncertain, confused, anxious, sympathetic 

(d) sad, angry, concerned, admiring, determined, grateful 

4. When: Tuesday afternoon 

Where: Juniper Avenue near the local shopping centre 

What: A boy was knocked off his bike and is in a coma 

How: He was hit by a truck 

Why: He lost control of his bike and it skidded onto the road. 

How hovercraft work ......................................page 16 

1. (a) Yes (b) Yes (c) Yes (d) Yes (e) Yes (f) Yes (g) Yes 

2. (a) who, where, what and why should be ticked (b) ticked (c) ticked 

(d) ticked (e) ticked (f) ticked 

3. (a) Examples include: pressurised air, all-terrain vehicle, main body, 

skirts, hovers, glides, friction, rudders, thrust, environmentally, 

footprint, pressure, scientifi c principle 

(b) Examples include: rocked, rose, waking up, rising, clambered, 

gliding, pirouetting, tiptoed, sank 

(c) Examples include: sleek, powerful, purposefully, rounded, rumbling, 

aquamarine, fossilised, ancient 

Dance of the hovercraft ..................................page 17 

1. (a) How hovercraft work 

(b) It would be an explanation with information about hovercraft. 

(c) Dance of the hovercraft 

(d) The author wanted to compare the way hovercraft move with 

dancing and to say how special it is. 

2. dancing sideways, like a ballet dancer rising to her feet, pirouetting 

gracefully, tiptoed onto the beach 

3. (a) like a ballet dancer rising to her feet, as orange as rust, like a ship 

of the desert (i.e. a camel) 

(b) dancing sideways, pirouetting gracefully, tiptoed onto the beach 

4. When it stopped it very gently settled down onto the sand like a camel. 

Coyote (Canis latrans) .....................................page 20 

1. (a) ’report’, ’present’ and ’to inform’ should be circled 

(b) ’narrative’, ’past’ and ’to entertain’ should be circled. 

2. (a) B (b) AB (c) A (d) A (e) B (f) B (g) A (h) B (i) B (j) A (k) B (l) A 

3. Possible answer: There are sub headings for each paragraph in ’Coyote’ 

4. Answers may include: howl, mammal, digits, forefeet, hind feet, 

digitigrade, territory, natural habitat, den, stalk, track, quarry 

5. A very long time ago; Now, before I continue; Finally; Then; When they 

were in a tangled mess; When they fi nally 

Dogs’ tails .........................................................page 21 

1. clumsily tripping, fi nally made, frantically snatched, desperately raced 

off 

2. adaptable, varied, fresh spoiled, unpalatable 

3. (a) Canis latrans – a member of the dog family 

(b) Answers may include: varied diet; eats mice, rabbits, squirrels, fi sh, 

insects, berries, reptiles, poultry, sheep and deer; eats both fresh 

and spoiled food; will eat unpalatable coyote melons 

(c) Answers may include: born blind, suckle for 5–7 weeks, remain 

in den until they start hunting at 6–10 weeks, independent by 12 

months 

(d) Teacher check 

4. (a) Teacher check 

(b) Possible answer: It may be referring to the image of dogs looking 

and sniffi ng at each other’s tail 

(c) Possible answers: some actions, facial expressions, voice changes, 

sound effects 

Windfarms: how good are they? ...................page 24 

1. (a) No (b) Yes (c) Yes (d) Yes (e) No (f) Yes (g) No 

2. (a) The words ’It is claimed ...’ start the paragraph. 

(b) Answers may include: the wind energy industry is booming, by 

2050 one third of the world’s electricity will be generated by wind, 

electricity produced by windfarms is renewable, costs are low, less 

fossil fuel is being burned, greenhouse gases are being reduced, 

They cause no air or water pollution, do not harm the environment. 

3. (a) against 

(b) Answers may include: Some have been shut down because of high 

costs; there have been complaints about blade glint and noise; 

health issues such as anxiety, epilepsy, insomnia, hearing loss; and 

children’s speech and learning diffi culties; bird deaths 

(c) They say the health issues could be caused by people’s anxiety, not 

the windfarms. 


94







Answers 

4. Answers will vary. Teacher check 

There are monsters … .....................................page 25 

1. (a) to persuade 

(b)–(f) Answers will vary. Teacher check 

2. (a) Answers may include: they are roaring monsters, their sails are 

arms; they are whirling, dancing swordsmen, their sails are deadly, 

fl ashing lances; they are breathing; they are organised in battle 

lines. 

(b)–(d) Answers will vary. Teacher check 

Humorous language – 1 ..................................page 28 

1. (a) cats and dogs 

(b) bat/mole 

(c) ice/stone 

(d) log/baby 

(e) dog 

(f) feather 

(g) snail 

(h) angel 


3. (a) gold/He is very brave. 

(b) his life/He loved her very much. 

(c) for joy/They were extremely happy. 

(d) in dough/They were very rich. 

(e) up their socks/They had to work harder. 

(f) and dogs/It rained heavily. 


Humorous language – 2 ..................................page 29 

1.–2. Teacher check 

A visit to Dr Paul White ...................................page 31 

1. (a) The orientation is in the third paragraph and includes when 

(Today), who (Simon) and where (to the dentist’s [offi ce]). 

(b) The author has commenced the text with a description of Simon’s 

character, including his bravery when facing ordeals. Answers will 

vary about why; it may be to introduce a different ordeal. 

2. All parts of narrative text structure should be ticked. 

3. All language features should be ticked. 

4. (a) ’caused panic to erupt in Simon’s intrepid body’ (b) ’the odour of 

smelly garlic covered the nearest person; it stung your eyes until 

they watered, and stole your breath away until you wanted to gag’ 

5. Answers will vary but may be similar to the following: You can 

understand why Simon wanted to avoid visiting the dentist if the smell 

of garlic directly in your face was so bad. 

The skateboard lesson – 3 ...............................page 34 

1. (a) The orientation begins in the fi fth paragraph and includes 

who (Tess, Mum, Dad, Tess’s brothers) and when (One Sunday 

afternoon). 

(b) Including the four short paragraphs before the orientation sets up 

the situation for the main events to follow. It gives background 

information for the main focus of the narrative. It gains reader 

interest by using the non-standard orientation format. 

2. The complication is found in the fi rst paragraph. Tess really wanted a 

skateboard like her friends at school and her parents weren’t willing to 

give her one. 

3. One event leads to other events causing a ’ripple’ effect. 

4. Answers will vary according to student opinion. The complication 

may not be very obvious. Students may decide that the complication 

is not resolved because Tess does not convince her parents to get a 

skateboard for her. Tess’s aim was to show her parents how competent 

she was on a skateboard and this did not happen. 

5. Answers will vary. It is obvious that Tess realises that she needs to 

practise more before she gets her own skateboard. However, she has 

not changed her parents’ minds about getting one. 


The skateboard lesson – 4 ...............................page 35 

1. (a) Teacher check. Answers may include: ordered, pushed, watched, 

fl ew, hissed, refused, seen, stated, mumbled, paid 

(b) Despite (Para. 1), the second ’and’ (para. 2), as (para. 9), and 

(para. 10), meanwhile (para. 11), while (para. 11), As (para. 13), as 

horrifi ed faces (para. 14) 

2. like a speeding bullet, like a sticky pool of blood, like a puppet on a 

string 

3. (a) bruised and bloodied 

(b) escaping 

4. Answers may include: immense horror, Her white face deepened to 

beetroot red, unable to burrow into the ground, her shoulders slumped 

as if she could pull her body inside itself and disappear for good. 

5. (a) fl ying up and down the roads, skate all over the footpath and bowl 

over nearly every pedestrian in sight 

(b) They could almost see steam emerging from the ears of the 

combatants. 

(c) ’I’ll die if I don’t get a skateboard. All the cool kids have one!’ 


95







Answers 

The solitary troll and the 

three skinny goats – 3 .....................................page 38 

1. The solitary troll and the three skinny goats; Teacher check alternative 

titles. 

2. The orientation occurs in the fi rst paragraph. It includes who (ugly troll, 

Trevor), when (Once upon a time) and where (the land of Scandia). 

3. Trevor had unpleasant features (which) deterred others from 

approaching him (para. 2). He had no troll friends (para. 2) .... His one 

dream was to fi nd a place of his own and live his life without censure 

(para 2.). 

4. Trevor found a nice home under a bridge. He caught troll fl u which 

gave him a rough voice. The fi rst Billy Goat Buff crossed the bridge and 

was frightened by Trevor. The second Billy Goat Buff crossed the bridge 

and was frightened by Trevor. The third Billy Goat Buff came onto the 

bridge and conversed with Trevor, boasting how attractive he was. 

Trevor appeared and the third Billy Goat Buff seemed to think he was 

unique. Trevor was appreciated and went to the hillside to eat with the 

goats. 

5. Trevor was appreciated for his uniqueness and who he was, and 

becomes friends with the goats. 


7. Trevor made friends, was not lonely and he was appreciated for who he 

was. 

The solitary troll and the 

three skinny goats – 4 .....................................page 39 

1. Answers will vary but may include the following: laboured, remained, 

roared, replied, contemplated, repeated, ventured, emerged, braced, 

widened, opened, closed, joined 

2. Answers may include: roared, replied, contemplated, repeated, waffl ed 

3. (a) ’After’ should be underlined. Sentences may vary slightly but should 

be similar to: Trevor searched for a long time before he found a 

home. Trevor found a comfortable abode beneath a bridge. 

(b) ’and’ should be underlined. Sentences may vary slightly but should 

be similar to: Gradually, his home began to feel ’lived in’. Gradually, 

his fl u improved. 

4. (a) as long as a tree trunk 

(b) (i) obnoxious behaviour, such illustrious company, totally 

fl ummoxed, such fi ne examples of olfactory or ocular organs, a king 

among the stupendous, revered, treasured (ii) emerged cautiously, 

utterly appalled, horrendous appearance, braced for the ridicule 

that usually followed 

5. (a) staccato, skipping 

(b) solitary occupations, one dream was to ... live life without censure 

Can you handle it? ...........................................page 40 


2. (a) ... solution to all your problems; cater for all your needs 

(b) most compact, user-friendly device ever invented; operated simply 

and easily 

(c) connoisseurs of distinction, surpasses others by a country mile, only 

the best manufacturers 

3. Put your hand up for one today!, Now you really do have a reason to 

stick your fi ngers in your ears! 

4. Answers will vary but should indicate exaggeration. 

Holidays that don’t ’suck’! ..............................page 41 


2. (a) unique 

(b) extraordinary 

3. Holidays that don’t ’suck’!, Count Tours, pale imitations, clan, sink their 

fangs into, slayer, lord of the clan, life’s blood, Don’t get sucked into ..., 

dead holiday, cross, stake, still light outside 


Gaya-dari the platypus ....................................page 43 

1. At fi rst Biggoon was cajoling and unthreatening; then he tried to 

intimidate her with violence/soothing, threatened 

2. Biggoon began to believe the duck was contented with her new life 

and ceased guarding her day and night. He returned to his former 

practice of sleeping for long periods during the daytime. 

3. stealthily, swum away as swiftly as she could. Teacher check student 

explanations 

4. dismay, banished, scorned, retreated, hide, unseen, too lonely and 

miserable, desolate, waste away, forgotten, in grief 


6. Answers will vary but may include: Her name may not be known; The 

duck herself may not be important to the storyteller, rather she is simply 

a means to explain how the platypus was created. 


96







Answers 

All about the author ...................................... page 47 

1. Writer 1: Against; Writer 2: For; Writer 3: Against 

2. (a) Teacher check. Possible answers include: 

Writer 1: He cares about people’s health but is frustrated that so 

many don’t take the effects of smoking seriously until it’s too late. 

Writer 2: He thinks people should be allowed to choose and if they 

do smoke, they should not be made to feel guilty. 

Writer 3: He thinks people should realise that smoking makes you 

socially unacceptable because it makes you smell. 

(b) Similarities: They are both against smoking. 

Differences: Writer 1 is against smoking because it damages your 

health and can kill you. Writer 3 is against smoking because it 

makes you smell. 

(c) Teacher check 

3. Writer 2 would be unlikely to convince an audience because many 

young children take up smoking and they are not mature enough 

to make an informed choice about smoking; there are many ways 

to overcome problems that do not damage health; he has a vested 

interest in people smoking; the phrase, ’life’s too short’ could relate to 

the effects of smoking; his grandpa maybe almost 90 years old but he 

would be an exception. 

Writer 3 would be likely to convince an audience because as an exsmoker, 

she can see the argument from both sides; she talks about the 

immediate rather than long-term effects of smoking; the smell cannot 

be disguised and no-one wants to be a social outcast. 

All about the audience .................................. page 50 

1. Writer 1: concern for themselves; gravity of the problem; realism of the 

situation 

Writer 2: rebellion against parents, teachers, coaches; injustice against 

themselves; independence for themselves 

Writer 3: disgust against the smells of smoking; mistrust of advertising; 

despair of intolerance brought about by the smells of smoking 

2. (a) Speaks directly to the audience by using the pronoun ’you’. 

(b) Writer 1: a computer slowing down with each download 

Writer 2: other people telling you what to do – parents, teachers, 

coaches 

Writer 3: advertisements for air fresheners and mouthwash 


All about the text ........................................... page 53 

1. (a) known facts 

(b) statistics 

(c) anecdotal evidence 


3. (a) 

Chemicals in tar Description 

Arsenic well-known poison 

Benzene solvent used in petrol extraction 

Cadmium toxic metal used to make 

batteries 

Formaldehyde used to preserve bodies 

(b) 

Percentage of smokers 

35 

30 

25 

20 

15 

10 

5 

1984 2012 1984 2012 

12–15yr olds 

16–17 yr olds 

Fit for life ........................................................ page 55 

1. (a) The author: states his/her professional qualifi cation, recognises that 

sport is not for everyone, refers to credible resources and statistics, 

writes appropriately for the audience, using examples that are 

relevant to them. 

(b) The author: encourages the audience to be involved in the 

argument by asking them to consider questions; evokes feelings 

of concern in the audience, for their health; offers suggestions to 

evoke motivation to ’get up and do’; evokes sense of control in 

one’s future. 

(c) The author: presents known facts related to health problems 

associated with poor diet and fi tness, statistics related to childhood 

obesity, reasoned arguments related to the effects of reduced 

activity and increased snacking. 

2. (a) Teacher check. 

Answers may refl ect how the student feels about the way in which 

the author speaks to him/her, the appropriateness of the evidence 

given in support of the argument, the examples suggested for 

keeping fi t, that the author acknowledges that not everyone is 

keen on sport. 

(b) Teacher check 


97

20895 ACE Language (Yr 6) Structures and Language Features

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