· in the main, using patterns and · in the main, sequencing and · identifying or unevenly shaping conventions of genres to achieve organising subject matter representations of people, particular purposes places, events and concepts in · sometimes linking with texts · selecting relevant subject matter cohesive ties · identifying or unevenly using · explaining information, ideas and · in the main, using suitable cultural assumptions, attitudes, arguments with some analysis vocabulary values and beliefs in texts · supporting opinions with some · using clause and sentence · identifying some ways readers, evidence structures with occasional lapses listeners and viewers take up in accuracy · in the main, using appropriate positions in relation to texts roles and relationships · in the main, controlling · making language choices that paragraphing and punctuation · using designated modes and sometimes invite readers, media. · using conventional spelling with listeners and viewers to take up some lapses positions in relation to texts. · using visual (graphic, still and moving images), auditory (music, silence and sound effects) and/or digital (graphic design elements) features that in the main contribute to the layout or presentation of texts · using spoken/signed and nonverbal features that in the main, contribute to meaning: - pronunciation, audibility and clarity, volume - facial expression, stance, movement. Table 6: Limited 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 texts are interpreted are shaped by purpose, features for purposes and and constructed by: cultural context and social audiences by: situation by: · unevenly using patterns and · unevenly sequencing and · sometimes identifying or shaping conventions of genres to achieve organising subject matter representations of people, some purposes places, events and concepts in · linking some ideas with texts · selecting some relevant subject conjunctions matter · sometimes identifying or using · using basic vocabulary attitudes and beliefs in texts · explaining some information, · some clause and sentence ideas and arguments · recognising that texts influence structures, with frequent lapses readers, listeners and viewers. · supporting opinions with a little · some punctuation though evidence not paragraphing · sometimes using appropriate · sometimes conventional
· in the main, using patterns and conventions of genres to achieve particular purposes · selecting relevant subject matter · explaining information, ideas and arguments with some analysis · supporting opinions with some evidence · in the main, using appropriate roles and relationships · using designated modes and media. · in the main, sequencing and organising subject matter · sometimes linking with cohesive ties · in the main, using suitable vocabulary · using clause and sentence structures with occasional lapses in accuracy · in the main, controlling paragraphing and punctuation · using conventional spelling with some lapses · using visual (graphic, still and moving images), auditory (music, silence and sound effects) and/or digital (graphic design elements) features that in the main contribute to the layout or presentation of texts · using spoken/signed and nonverbal features that in the main, contribute to meaning: - pronunciation, audibility and clarity, volume - facial expression, stance, movement. · identifying or unevenly shaping representations of people, places, events and concepts in texts · identifying or unevenly using cultural assumptions, attitudes, values and beliefs in texts · identifying some ways readers, listeners and viewers take up positions in relation to texts · making language choices that sometimes invite readers, listeners and viewers to take up positions in relation to texts. Table 6: Limited Achievement Knowledge of contextual factors The student has demonstrated knowledge of the ways that meanings in 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 texts are interpreted and constructed by: · unevenly using patterns and conventions of genres to achieve some purposes · selecting some relevant subject matter · explaining some information, ideas and arguments · supporting opinions with a little evidence · sometimes using appropriate · unevenly sequencing and organising subject matter · linking some ideas with conjunctions · using basic vocabulary · some clause and sentence structures, with frequent lapses · some punctuation though not paragraphing · sometimes conventional · sometimes identifying or shaping representations of people, places, events and concepts in texts · sometimes identifying or using attitudes and beliefs in texts · recognising that texts influence readers, listeners and viewers.
snr_english_comm_04_sas.docx