reading+&+writing+for+personal+purposes+GROUP+1

The focus of the unit is on writing skills to create a range of texts of some complexity for personal purposes and for communication with others. 1 Research a range of text types relevant to personal need 1.1 A **//range of texts//** is selected 1.2 A range of purposes and **//audiences//** for the texts is described 1.3 The **//features//** of the texts are defined 2 Prepare a portfolio of texts for personal purposes 2.1 The purpose of each text and intended audience is confirmed 2.2 **//Appropriate format, language and required materials and equipment//** are organised 2.3 Relevant content required to create text is researched 3 Produce a portfolio of personal texts accurately 3.1 Draft content is arranged to meet the requirements of the text 3.2 Text of some complexity is developed 3.3 Text is **//reviewed//** and checked for accuracy 3.4 Text is edited to enhance meaning and effectiveness as required 3.5 Text is presented as required • an ability to gather information • knowledge of a range of styles of writing and presenting information to a range of audiences • an awareness of register • a broad vocabulary and ability to use a range of grammatical structures accurately • ability to write a series of connected paragraphs which include a number of examples, opinions, facts, or arguments with supporting evidence in a prose text • ability to communicate complex relationships between ideas • knowledge of how to structure a range of texts • understanding of the need to proof read and revise drafts **// Range of texts //**// may include // • prose and non prose electronic, printed and texts containing visual elements such as: 􀁊 informal and formal email or hand written messages / letters containing a series of linked paragraphs on a range of personal topics, e.g. to family member, friend, such as those written by people in correctional facilities, those living way from home 􀁊 notes taken from a book, article 􀁊 instructions e.g. how something works, recipes 􀁊 poetry / songs 􀁊 **__ digital stories __** 􀁊 **__ reflective writing in personal letters, autobigraphical accounts __** 􀁊 opinion letters to local newspapers 􀁊 short articles for newsletters 􀁊 recounts 􀁊 short stories 􀁊 diary entries 􀁊 weblogs, **__text for a webpage__** 􀁊 collaborative text 􀁊 radio and film script 􀁊 drama 􀁊 report 􀁊 notes in a visual diary 􀁊 detailed description for an insurance company about a burglary or car accident 􀁊 descriptions for competitions e.g. “Write 25 words or less why you deserve a holiday for two to Rome, Paris and New York” 􀁊 speech for a son or daughter’s wedding 􀁊 eulogy **// The audience //**// may include // • private or public audiences 􀁊 self only 􀁊 immediate family 􀁊 friends 􀁊 lover / partner 􀁊 imagined audience 􀁊 limited public audience 􀁊 general public **// Features //**// of text may include // • layout features and styles as appropriate for either electronic or “paper based” text • standard templates e.g. club newsletter • use of appropriate language for audience and purpose • //Text Structure:// 􀁊 clearly structured text using a range of structural conventions 􀁊 variation between public and private writing 􀁊 a number of linked paragraphs 􀁊 conventions of paragraph writing development of one major topic in each paragraph, use of topic sentences 􀁊 features of narrative and expressive texts, e.g. chronological sequencing of events; logically sequenced and cohesive prose; identification followed by description; orientation, complication, resolution in narrative texts; use of descriptive language 􀁊 features informative texts, e.g. transparent organisation, such as sequentially ordered dot points, numbered instructions, alphabetical, numerical listings, spacing, headings; general statement, factual description or logically sequenced explanation, conclusion 􀁊 features of procedural texts, e.g. instructions: statement of the goal, requirements and steps to achieve the goal 􀁊 features of persuasive texts, e.g. argument: statement of opinion, arguments and summing up; discursive: opening statement, arguments for and against, conclusion or recommendations 􀁊 navigation features, e.g., grids, arrows, dot points 􀁊 information formatted into a table (one or two columns) 􀁊 features of transactional texts, e.g. formal letter format: formal opening, statement of purposes, details, request, confirm, inform or clarify action, formal close • //Sentences, for example:// 􀁊 consistent use of grammatically correct simple sentence forms. 􀁊 use of linking devices appropriate to text type 􀁊 consistent use of complex sentences. • //Vocabulary:// 􀁊 use of appropriate language for audience and purpose, e.g. descriptive language, techniques to convey feelings and ideas, figures of speech 􀁊 use of vocabulary specific to topic 􀁊 precise selection of vocabulary to convey shades of meaning 􀁊 most frequently used words spelt with accuracy 􀁊 regular use of standard punctuation 􀁊 control over the use of generic grammatical forms such as temporal links e.g. “meanwhile” and abstract nouns e.g. “migration”, and devices of references to other work and nominal 􀁊 awareness and appropriate / effective use of local varieties of non standard Australian English, slang, LOTE (languages other than English) • //Visuals, for example:// 􀁊 photographs 􀁊 symbols 􀁊 drawings / sketches / illustrations 􀁊 diagrams, graphs 􀁊 maps • handwritten • word processed • on paper / poster • online, e.g. html, email • size of words and visuals • place of colour, symbols • digital story • PowerPoint presentation • using features of punctuation, font and layout to good effect (semi-colons, brackets italics) **// Required materials and equipment //** may include: • word processing program • electronic presentation software program • materials for poster / flyer • letter writing paper • sample model texts / templates • written material, information from a range of sources: 􀁊 newspaper articles, 􀁊 personal letters • literature, films, documentaries, radio programs • spoken word resources, e.g. oral history, indigenous narratives • memories and dreams • imagined futures // Text may be **reviewed** // • with support from the teacher, by peers, by another support person, for: 􀁊 spelling and punctuation 􀁊 grammatical accuracy 􀁊 clarity of purpose and audience 􀁊 clarity of message 􀁊 appropriateness of layout, register 􀁊 effectiveness of layout features • learners will be able to create a range of personally relevant texts of some complexity • evidence that texts have been created on at **__least three occasions__**. Each occasion **__must address a different text type__**, and include evidence of a range of features within the texts which are consistent with those described in the Range Statement. Prose texts at this level typically contain a number of linked paragraphs. In addition to integrated demonstration of the elements and their related performance criteria, look for evidence that confirms: • the knowledge requirements of this unit • the skill requirements of this unit • the unit may be assessed in a range of learning environments including formal classrooms, structured learning groups or individual mentoring arrangements • creation of real / authentic texts in context • access to real / authentic texts • access to online facilities, communications technologies as required • access to computers for word processing as appropriate A range of assessment strategies or options should be considered to suit the needs of the learner. The needs of the learner will be met by provision of: • a learning environment appropriate to the assessment task • appropriate support allowing for full participation • computer hardware and software, if appropriate. Appropriate assessment strategies include: • portfolios, for example: 􀁊 collections of samples compiled by the learner 􀁊 product with supporting documentation 􀁊 journal/log book • direct observation, for example: 􀁊 real time activities • third party feedback, for example: 􀁊 reports from other teachers or support workers 􀁊 peer feedback • self assessment
 * VBQU148 **** Create a range of texts of some complexity for personal purposes **
 * PERFORMANCE CRITERIA **
 * REQUIRED SKILLS AND KNOWLEDGE **
 * // Appropriate format //**// may include //
 * EVIDENCE GUIDE **
 * Context of and specific resources for assessment **
 * Guidance information for assessment **