VU23531 - Read and write complex transactional texts

Unit code:VU23531Study 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 complex and extended transactional texts, which may be paper-based and/or digital format.
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 4, and
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+.This unit applies to learners needing to develop their English language reading and writing skills in different contexts. The contexts in which these skills are applied are varied and may be related to social, community, recreational, study or work needs.

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 critically analyse two complex and extended transactional texts including analysing key information and structural features
plan, write and review two complex and extended transactional texts comprising a series of coherently linked paragraphs, which use register, style, structure and language appropriate to context, audience and purpose.

Students will also be expected to demonstrate the following knowledge:

vocabulary and expressions for topics related to different contexts including collocations and phrasal verbs
compound sentences and complex sentences with subordinate clauses
to indicate relationships
to convey relationships between ideas
complex verb tenses and verb forms, such as active and passive forms with different tenses for example present and past continuous, present perfect, future, past perfect such as is being given, has been given, had been given
reported speech with different reporting verb forms to relate other views, such as mention, state, report
modals with different tenses, such as could have, may have had, must have had, would like to
adjectives, adverbs, and adverbial phrases to explain why, how, where, or when an action occurs
conjunctions (subordinating and coordinating), such as although, because, unless, before, since to link sentences and ideas and some relative pronouns, such as who, whoever, that, which, when, where, whose
discourse markers used to sequence and structure complex transactional text, such as with reference to, in conclusion
style and organisational features of transactional texts to coherently link paragraphs and communicate complex relationships between ideas.
Sociolinguistic and Cultural Knowledge:
register, style and relationship to context used in written transactional discourse
meaning making strategies, such as:

cues to detect inferred meaning, such as logical, contextual
use of fact and opinion, irony, understatement, exaggeration
ways of detecting writer’s tone, intention and attitude.

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.