· selecting sufficient relevant cohesive ties texts subject matter · suitable vocabulary · describing or using cultural · explaining information, ideas and assumptions, attitudes, values · generally maintaining control of arguments with some analysis and beliefs in texts most clause and sentence and evaluation structures · describing ways readers, · supporting opinions with listeners and viewers take up · generally maintaining control of relevant evidence positions in relation to texts paragraphing and most · using appropriate roles and punctuation · making language choices that relationship generally invite readers, listeners · generally controlling and viewers to take up positions · selecting and combining modes conventional spelling in relation to texts. and media, where appropriate. · using, with some success, visual (graphic, still and moving images), auditory (music, silence and sound effects) and/or digital (graphic design elements) features to make meaning in layout or presentation of texts · using spoken/signed and nonverbal features that contribute to meaning: - pronunciation, audibility and clarity, pace, volume, pausing for emphasis - facial expression, stance, movement, gestures. Table 5: Sound Achievement Knowledge of Knowledge of Knowledge and contextual factors textual features understanding of texts The student has The student has The student has demonstrated knowledge of demonstrated knowledge of demonstrated knowledge of the ways that meanings in appropriateness of textual how are interpreted and texts are shaped by purpose, features for purposes and constructed by: cultural context and social audiences by: situation by:
· selecting sufficient relevant subject matter · explaining information, ideas and arguments with some analysis and evaluation · supporting opinions with relevant evidence · using appropriate roles and relationship · selecting and combining modes and media, where appropriate. cohesive ties · suitable vocabulary · generally maintaining control of most clause and sentence structures · generally maintaining control of paragraphing and most punctuation · generally controlling conventional spelling · using, with some success, visual (graphic, still and moving images), auditory (music, silence and sound effects) and/or digital (graphic design elements) features to make meaning in layout or presentation of texts · using spoken/signed and nonverbal features that contribute to meaning: - pronunciation, audibility and clarity, pace, volume, pausing for emphasis - facial expression, stance, movement, gestures. texts · describing or using cultural assumptions, attitudes, values and beliefs in texts · describing ways readers, listeners and viewers take up positions in relation to texts · making language choices that generally invite readers, listeners and viewers to take up positions in relation to texts. Table 5: Sound Achievement Knowledge of contextual factors The student has demonstrated knowledge of the ways that meanings in texts are shaped by purpose, cultural context and social situation by: Knowledge of textual features The student has demonstrated knowledge of appropriateness of textual features for purposes and audiences by: Knowledge and understanding of texts The student has demonstrated knowledge of how are interpreted and constructed by:
snr_english_comm_04_sas.docx