20895 ACE Language (Yr 6) Structures and Language Features

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Text structure and organisation 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 Activities to develop the content description 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. Interrelated English links: See page 57. 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. Interrelated English links: See page 57. R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation (Year 6) 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. Australian Curriculum English – Language: Text structure and organisation (Year 6) www.ricpublications.com.au R.I.C. Publications ® 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 Purpose Structure Language features 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 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
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20895 ACE Language (Yr 6) Structures and Language Features

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