This unit describes the skills and knowledge required by adult learners of English as an additional language to read and write formal and informal written communications related to straightforward information and instructions, which may be in printed and/or digital format.
Assessment tasks will be designed to reinforce and extend knowledge and skill competence within set and controlled parameters in accordance with each unit's learning outcomes and performance criteria requirements, including the setting of work based practical application tasks designed to provide evidence of competence outcomes, within periodic and scheduled timelines.
Students will be expected to demonstrate the following required skills and knowledge:
- vocabulary and expressions for a range of topics related to social, community, recreational, vocational or study purposes;
- common collocations;
- sentence structures for simple, compound and complex sentences;
- question forms to use in seeking feedback on draft writing;
- paragraph structure;
- definite and indefinite article;
- a variety of adjectives and adverbs;
- a range of adverbial phrases, prepositions and prepositional phrases;
- a range of tense and aspect forms, present and past simple passive, conditional;
- reported speech in informational texts;
- a range of phrasal verbs;
- a range of modals and modal forms, including negative form of need to and have to;
- a range of conjunctions;
- a range of discourse markers and cohesive devices to structure text;
- reported speech with a range of tenses;
- use analysis of structure and discourse features as an aid to reading;
- reading skills to use EAL supporting texts;
- a limited range of idiomatic expressions and colloquialisms;
- a range of formal and informal registers used in describing processes and giving information in different contexts;
- conventions of written processes and informational texts;
- use model texts to guide production of written texts;
- recognition of some inferred meaning in texts using a range of cues (syntactic, semantic, logical, contextual);
- awareness of tone and intention of writer;
- detect and express opinions and attitudes in texts, and;
- processes of planning, drafting and review.
Where to next?
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