VU23528 - Read and write straightforward narrative texts

Unit code:VU23528Study level:TAFE

Nominal hours

Location

Footscray Nicholson
St Albans
Sunshine
Werribee

Prerequisites

(Or equivalent to be determined by unit coordinator)
Co-requisites
(Corequisite units must be studied concurrently with this unit)

Overview

This unit describes the performance outcomes, skills and knowledge required by EAL learners to read and write straightforward digital and/or paper-based narrative texts.
The outcomes described in this unit relate to:

the Australian Core Skills Framework (ACSF). They contribute directly to the achievement of ACSF indicators of competence for Reading and Writing at Level 3, and
the ISLPR (International Second Language Proficiency Ratings) descriptors for Reading and Writing. They contribute directly to the achievement of ISLPR Reading 2+ and Writing 2+.This unit applies to learners who need to develop their English language reading and writing skills to engage with narrative texts, which can apply to a range of contexts such as personal, social and community life.

Assessment

For Melbourne campuses

Assessment tasks will be designed to reinforce & extend knowledge and skill competence within set & controlled parameters in accordance with each unit's learning outcomes & 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:

read and analyse two straightforward narrative texts including:

identifying specific details of each text
analysing discourse features and conventions of each text

apply the process of planning, drafting and proofreading to produce two straightforward narrative texts each comprising at least two appropriately structured paragraphs.

Students will also be expected to demonstrate the following knowledge:

vocabulary and expressions related to straightforward topics in narrative texts
common collocations
adjectives and adverbs to qualify the action and provide interest, adverbial phrases to provide additional information about why, how, where, or when an action or situation occurs
sentence structures for compound and some complex sentences
verb tenses to indicate a point in time or the time and state of an action or event, such as the simple present and past, present perfect continuous and past perfect, simple passive, conditional for example with, if, and, unless
modals, such as must, could, should, would
reported speech
conjunctions, for example, subordinating or coordinating to indicate different relationships, such as and, after, although, because, when, before, but, so
discourse markers to structure narrative text, convey time and action and join ideas, such as contrast: however, sequence: following that, time: finally
personal pronouns, such as the first person (I, we) or the third person (he, she, they) to identify and convey perspective in narrative texts
narrative text structure and format, such as characterisation, plot, setting
paragraph structure comprising orientation (introduction), topic sentence, supporting details.
Sociolinguistic and Cultural Knowledge:
some idiomatic expressions or colloquialisms
use of register
conventions and techniques used in narrative texts, such as inferred meaning, tone and attitudes/perspectives
processes of planning, drafting and review.

Required reading

The qualified trainer and assessor will provide teaching and learning materials as required in the form of workbooks produced by Victoria University and/or via the Victoria University e-learning system.