This unit describes the reading and writing performance outcomes, skills and knowledge required by adult learners of English as an additional language for further study purposes. The focus of this unit is on using critical analysis skills for a range of study tasks, and using and creating non-continuous formatted texts e.g. for collecting and presenting data in further study contexts.  The outcomes described in this unit relate to:

- The ISLPR (International Second Language Proficiency Ratings) descriptors for Reading and Writing. They contribute directly to the achievement of ISLPR Reading 3/3+ and Writing 3/3+, and;

- the Australian Core Skills Framework (ACSF) They contribute directly to the achievement of ACSF indicators of competence for Reading and Writing at Level 4.

Unit details

Study level:
Vocational and further education (TAFE)
Unit code:


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: - recognize and use specific registers related to further study; - different roles required of the author in further study texts e.g. the author's direct involvement or impersonal style; - ways of detecting the writer's tone, intention and attitude; - recognition of a range of cues for inferred meaning, e.g. logical, contextual and visual; - distinguish fact and opinion, irony, understatement, exaggeration in texts; - referencing conventions and formats for relevant study fields, and; - a range of mathematical terms and concepts relevant to data in formatted texts e.g. percentages in graphs.Students will also be expected to demonstrate the following knowledge: - vocabulary and expressions including jargon and some specialist terminology for a range of topics related to vocational or study needs; - linguistic structures and features of a range of instructional, advisory and non-continuous texts used in further study; - a wide range of texts for further study purposes which include simple, compound and complex sentences with a range of subordinate clauses and which communicate complex relationships between ideas; - a wide range of verb tenses and forms, conditionals and modals which are used in advisory or instructional texts e.g. Answers should contain at least three examples; - reported speech, questions and instructions using a range of verbs required to report on information and data from formatted texts; - a wide range of phrasal verbs,(e.g. do not leave out any sections) adverbs, adverbial phrases and adjectives used in advisory, instructional texts relevant to further study; - a wide range of discourse markers, connectives, pronouns and cohesive devices to link ideas and concepts, add information or contrast ideas, e.g. in spite of the fact that, and; - a wide range of common collocations.

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