VU23532 - Read and write complex instructions and advisory texts

Unit code:VU23532Study 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 interpret, analyse and write complex instructions and advisory 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 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 to satisfy social, community or vocational needs in a range of contexts.

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:

analyse and evaluate one set of complex instructions for a task or activity
plan, research and produce one set of complex instructions using appropriate structure and conventions
analyse and evaluate two complex advisory texts and plan, produce and review one complex advisory text comprising a series of coherently linked paragraphs which use register, style and language appropriate to audience, purpose and context.

Students will also be expected to demonstrate the following knowledge:

vocabulary and expressions related to selected topics including collocations and phrasal verbs
compound sentences and complex sentences with subordinate clauses found in complex instructions and advisory texts
verb tenses and forms to convey different points in time, such as active and passive, imperatives and conditionals to indicate what might happen if an action is not followed
modals and modal forms to reinforce choice in advisory texts, such as You might like to…, Alternatively, you could….
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 to indicate comparisons and contrasts, similarities, cause and effect and to sequence, connect and structure instructions and advisory text, such as first, second, first, whereas, nevertheless, even though, as well as, in particular, especially
adverbial phrases, prepositions and prepositional phrases to provide additional information, such as how, when, where an action occurs
organisational features of instructions and advisory texts to coherently link paragraphs and communicate complex relationships between ideas.
Sociolinguistic and Cultural Knowledge:
register and style appropriate to complex instructions and advisory texts
cues for inferred meaning, such as logical, contextual cues
ways of detecting the writer’s purpose and attitudes.

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.