Stage 5 reading - Text structure and features

Learning intention

Students will learn to identify specific structural and language features within types of texts. Students will learn to identify genre in a range of imaginative, persuasive and informative texts.

Syllabus outcome (2022)

  • EN5-RVL-01: uses a range of personal, creative and critical strategies to interpret complex texts
  • EN5-URA-01: analyses how meaning is created through the use and interpretation of increasingly complex language forms, features and structures

Syllabus outcome (2012)*

  • EN5-2A: effectively uses and critically assesses a wide range of processes, skills, strategies and knowledge for responding to and composing a wide range of texts in different media and technologies
  • EN5-3B: selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts, describing and explaining their effects on meaning

*Note: Visit Leading curriculum K-12 for more information on the syllabus implementation timeline.

National Literacy Learning Progression

Understanding texts

  • UnT9: builds meaning by actively linking ideas from a number of texts or a range of digital sources (comprehension); distils information from a number of texts according to task and purpose (e.g. uses graphic organisers) (comprehension); evaluates text features for relevance to purpose and audience (comprehension); identifies techniques used to obscure author’s purpose (e.g. inclusion or omission of content) (comprehension); uses knowledge of a broader range of cohesive devices to track meaning (e.g. word associations) (see Grammar) (processes); analyses language and visual features in texts using metalanguage (e.g. cohesion, interpretation, figurative) (vocabulary)
  • UnT10: analyses how text features are used to support or conflate the point of view in the text (e.g. the strategic use of images such as a cartoon in an editorial) (comprehension); applies and articulates criteria to evaluate the language structures and features for relevance to purpose and audience (comprehension); evaluates the reasoning and evidence in a persuasive text (comprehension); explains how context (e.g. time, place, situation) influences interpretations of a text (comprehension); analyses the author’s perspectives in complex or some highly complex texts (comprehension); analyses the techniques authors use to position readers (comprehension); recognises when ideas or evidence have been omitted from a text to position the reader (comprehension)

  • UnT11: analyses the credibility and validity of primary and secondary sources (comprehension); analyses the cumulative impact of use of language features and vocabulary across texts (comprehension); explains assumptions, beliefs and implicit values in texts (e.g. economic growth is always desirable) (comprehension); evaluates the social, moral and ethical positions taken in texts (comprehension)

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.

Analysing persuasive texts

Students analyse persuasive texts for key elements and features (five activities).

Analysing nonfiction texts

Students analyse information texts for key elements and features.

Analysing text features in a nonfiction text

Students use tables to complete an analysis of text features.

Analysing a website

Students deconstruct a webpage into three elements: words/images, interactive and context.

Analysing narrative texts

Students analyse narrative texts for key elements and features.

Structuring language in an imaginative text

Students examine the language forms and features, and structural choices an author makes in order to create meaning within an imaginative text.

Compile an annotated ‘Reading Magazine’

Students apply their knowledge of the structural and language features of persuasive, non-fiction, and narrative texts to compile an annotated ‘Reading Magazine’.


  • Teaching and learning

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  • Educational Standards
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