Stage 3 reading - Text structure

Learning focus

Students learn to identify genre and specific structural and language features within a range of texts.

Syllabus outcome

  • EN3-3A: uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
  • EN3-5B: discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts

National Literacy Learning Progression

Understanding texts

  • UnT8: uses knowledge of the features and conventions of the type of text to build meaning (recognises that the beginning of a persuasive text may introduce the topic and the line of argument) (comprehension); identifies language features used to present opinions or points of view (process)
  • UnT9: compares and contrasts the use of visual elements in multimodal texts with similar purposes (comprehension); justifies an opinion or response by citing evidence from a text (comprehension); uses knowledge of a broader range of cohesive devices to track meaning (paragraph markers, topic sentences - see 'grammar') (process)

NAPLAN item descriptors

The relevant NAPLAN item descriptors are included in the resource, available for download on this page.

Task outline

Full task descriptions are included in the resource, available for download on this page.

Task 1: Analysing imaginative texts

Students determine: purpose, audience and effect; theme and moral; and structure of narratives in a range of imaginative texts extracts (eight activities).

Task 2: Analysing informative texts

Students determine the purpose of a range of informative texts (three activities).

Task 3: Analysing persuasive texts

Students determine the purpose of a range of persuasive texts (eight activities).

Task 4: Identifying types of texts

Students organise and identify key structural and text features of informative, persuasive and imaginative texts (four activities).

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