Curriculum area and year (as provided):
Text 1
Curriculum area and year (as provided):
Prompt: (as provided)
Links to English curriculum:
Macrogenre: Procedural
Combining Genres: the sections/ phases combine genres of procedure, protocol, exposition and Descriptive Report so see examples in IMTFL pages 150-151 or 76-77 for guidance on the key patterns and on interpreting these patternsSTAGES /Phases (lead analyst/s name) Text 1 (with annotations) Key Language features
Preview
Dynamic Image action (holding a snake) arms create vector providing a text preview to support heading for the text
Logo and abstract noun group identifies institution
GOAL
Verbal text preview CARING FOR YOUR SNAKE Non-finite clause as text opener signals purpose and topic
Genre: exposition
Position
opinion
preview of arguments SNAKE BASICS
Snakes make excellent pets.
They are easy to care for, clean, quiet, //and (they) do not require frequent interaction. In addition, they require a limited amount of special equipment for proper care and handling. .. Statements to give information
Evaluative vocabulary
use of adjectives, enhances text (e.g. excellent, limited, specialized)
compound sentences, text is for educational purposes, more formal language is used
statement to enhance the text (instructional, Ask your)
verb use
simple sentences, one clause, one idea being presented
Mode: written, mainly formal text, with informality (line 5-6 reduced formaily, personal pronouns)
Argument
Point
elaboration Proper care of snakes cannot be generalized.
Certain species require specialized handling, //so research the species //to get specific information on the proper care of your pet. Ask your pet retailer for your snakes specific environmental requirements, and for recommendations on books and online resources about the species. Commands to give instructions
Modality of obligation
Genre: protocol
WATER
A heavy, shallow water dish with fresh water is important for drinking and soaking. Instructions If your dish is not large enough for the snake to completely submerge itself, //use a special plastic container weekly //so your pet can move about, //soak, //relax //and shed its skin //or relieve itself //if (it is) necessary. Some small or tropical species enjoy drinking from artificial rainfalls in the form of misting with a spray bottle. Change the water //and clean the dish regularly. Commands to give instructions
Genre: information report
GENERAL STATEMENT DIET
All snakes are carnivorous.
Statements to give information
DESCRIPTION
Feature: diet In captivity, they typically eat mice, rats, chicks, fish, eggs, red worms, and crickets. Most snake species [[that naturally prefer to eat amphibians, reptiles or birds]] usually can be trained to eat rodents.
The type of food and how often you feed will vary //depending on the species, age of the snake, and the time of year. Normally, snakes should be fed every 1 to 2 weeks.
Statements to give information
Modality of obligation to give instructionsuse of adjectives, enhances text (e.g. excellent, limited, specialized)
compound sentences, text is for educational purposes, more formal language is used
statement to enhance the text (instructional, Ask your)
verb use
simple sentences, one clause, one idea being presented
Mode: written, mainly formal text, with informality (line 5-6 reduced formaily, personal pronouns)
Genre: Procedure
GOAL
Method
Step 1
Step 2
warning HANDLING
Before removing your snake from its environment, make sure [[it is awake]] // to avoid startling it. It is important [[to let your snake know it is time to be handled and not time to be fed]]. You can accomplish this //by gently moving the snake with an object [such as a snake hook].
Once the snake is alert to your presence and is not expecting to be fed, you may pick it up // by gently grasping it mid-body with both hands //and supporting as much of its length across your hands and arms as possible. Watch for signs [[that your snake is becoming agitated // and should be returned to its habitat]].
Minors should not handle snakes without adult supervision.
Commands to give instructions
Modality of obligation to give instructions
Names In this box, please provide names of all students and student numbers who contributed to the analysis of the texts
Text 2
Curriculum area and year (as provided):
Prompt: (as provided)
Links to English curriculum:
Macrogenre: Information Report (CLASSIFICATION with Description or Feature phases)
Combining Genres: the sections/ phases are examples of Descriptive Report so see examples in IMTFL pages 90-91 or 98-99 for guidance on the key patterns and on interpreting
STAGES /Phases Text 2 (with annotations) Key Language features
(whole group)
GENERAL STATEMENT Venomous snakes
Some snakes have special glands [[in which they make a type of poison called venom]]. They can deliver this venom //by biting down on a victim, using their sharp fangs. Australia is home to more venomous snakes than any other country in the world. Snakebite deaths in humans are rare // you are more likely to be killed by a dog or a cow than a snake.
Heading signals whole text topic
Generalised participants named, described and compared through extended noun groups with qualifying clauses and phrases
Relating verbs to link whole to parts (special glands) and qualities (e.g. rare)
Present timeless tense for generalising
Abstract noun with classifier condenses information (snakebite deaths)
Adverbial clause gives details of how snakes behave
Modality of probability to temper opinions
(whole group)
Instruction Staying safe
If you see a snake in the wild, dont (you) panic. Back away slowly to a safe distance. Snakes only bite if they are threatened. Subheading signals phase
Command sentences with imperative verbs give instructions
Adverbial clause foregrounds the condition of advice
DESCRIPTION
Type 1
(Name of lead analyst) INLAND TAIPANThe inland taipan, also called the fierce snake, lives in the outback. To hide from predators and keep out of the sun, it lives in deep cracks in the ground. This is the most venomous snake in the world. One bite contains enough venom to kill up to 100 adult humans, //but it mostly eats small animals like rats.
Static image - The snake is represented as having:
attributes - colour, markings
parts - head, body, skin, eyes
DESCRIPTION
Type2
COMMON DEATH ADDER
The death adder is found in most of eastern Australia, //and along the coast in the southern states. It only grows to about 65cm in length //but has the longest fangs of any Australian snake. (In order) to To attract prey, it sits motionless in leaves or sand and twitches the end of its tail, which looks like a worm.
Static image - The snake is represented as having:
attributes - colour, markings
parts - head, body, skin, eyes
DESCRIPTION
Type3
TIGER SNAKE
When threatened,// this highly venomous snake flattens its neck //and strikes its prey close to the ground. Adult tiger snakes usually grow to about 1.2m in length, and often have stripes [[ that can be pale-yellow to black]]. Being bitten can cause breathing difficulties or, in some cases, paralysis. Modality of probability and frequency to temper opinions
Static image - The snake is represented as having:
attributes - colour, markings
parts - head, body, skin, eyes
DESCRIPTION
Type4
RED-BELLIED BLACK SNAKEThis snake has red scales on its belly and a black, shiny back. It lives in the bush near eastern and south-eastern Australia, near water, such as rivers and creeks. It is somewhat less venomous than many other Australian snakes, but youre more likely to come across it in urban areas. A bite can cause significant illness.
Modality of probability to temper opinions
Suggested Layout for essay
STAGES AND phases Text 1 Text 2CONTEXT
Identify texts and curriculum contexts
Whole text: Identify macro-genre, purpose & stages.
Preview findings of register comparison () ANALYSIS
Work through each of the aspects of register to identify, explain and compare the language of the two texts in relation to register and explain how the language selections achieve their particular purposes
use examples from your own section i.e. the phases you analysed individually in A1 for examples of the key patterns
Language to express and develop ideas - field
Key features in relation to the field continuum with examples from your section where possible key language features in relation to field continuum using examples from your section where possible
Language to interact with others - tenor
key language features in relation to tenor continuum using examples from your section where possible key language features in relation to tenor continuum using examples from your section where possible
Language to structure and organise the text - mode key language features in relation to mode continuum using examples from your section where possible key language features in relation to mode continuum using examples from your section where possible
SUMMARY/EVALUATION Summarise your analysis in a way that convinces the reader that your analysis proves what you have said about the differences or similarities in relation to genre and register
APPENDIX
INCLUDE ONLY THE COMPLETED TABLE FROM A1 SHOWING YOUR OWN ANNOTATED TEXT
Analyse high-quality printed, written, and multimodal factual texts and explain how authors use language and visual design to achieve the intended communicative purpose.
This task will support you to extend your application of foundational theories of language and multimodal meanings for analysis, interpretation, and evaluation. Your analysis will inform a response essay that draws on understandings of theories and analysis. Analysis between TEXT 1 and TEXT 2
Demonstrated understanding and application of key theories and concepts to interpret patterns of language and image (45% - 15 Marks Part B Individual)
Effective written communication skills for an academic audience (10% - 10 marks Part B Individual Interpretation)
This requires you to use the APA 7th referencing system.
1000 words
TEXTS AND REFERENCES Required text(s)
There are three required texts for this unit. These texts will also be used in other English units.
Humphrey, S., & Vale, E. (2020). Investigating model texts for learning. Primary English
Teachers Association of Australia (PETAA).
Derewianka, B. (2022). A new grammar companion for teachers (3rd ed.). Primary English Teaching Association Australia (PETAA).
Thomas, D., & Thomas, A. (2021). Teaching and learning primary English. Oxford University Press.
Australian Curriculum Assessment and Reporting Authority [ACARA] (V9). Australian
Curriculum: English. https://www.australiancurriculum.edu.au/f-10-curriculum/english/ Callow, J. (2013). The shape of text to come: How image and text work. Primary English
Teaching Association Australia (PETAA).Cox, R., Feez, S. & Beveridge, L. (2019). The Alphabetic principle and beyond. Primary English
Teaching Association Australia (PETAA). (Chapter 2).Derewianka, B. (2020). Exploring how texts work (2nd ed.). Primary English Teaching
Association Australia (PETAA).
Derewianka, B. (2014). Supporting students in the move from spoken to written language. In A. Mahboob & L. Barratt (Eds.), Englishes in multilingual contexts: Language variation and education (pp. 165-181). Springer.
Derewianka, B., & Jones, P. (2016). Teaching language in context (2nd ed.). Oxford University Press.
Harper, H., & Feez, S. (2021). The EAL/D handbook. Primary English Teaching Association Australia (PETAA). (Chapter 2).
Hayes, J., & Parkin, P. (2021). Teaching the language of climate science. Primary English Teaching Association Australia (PETAA). (Chapter 2).
