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Elaboration (3) ACELY1750

selecting subject matter and language to position readers to accept representations of people, events, ideas and information

Elaboration (1) ACELY1756

creating spoken, written and multimodal texts that compel readers to empathise with the ideas and emotions expressed or implied

using research from print and digital resources to gather ideas, integrating information from a range of sources; selecting text structure and planning how to group ideas into paragraphs to sequence content, and choosing vocabulary to suit topic and communication …

Elaboration (2) ACELT1783

talking about people, events and ideas in texts, enabling students to connect them to their own experiences and to express their own opinions about what is depicted

Elaboration (1) ACELY1646

sequencing ideas in spoken texts, retelling well known stories, retelling stories with picture cues, retelling information using story maps

Elaboration (1) ACELY1788

participating in pair, group and class speaking and listening situations, including informal conversations and class discussions, contributing ideas and listening to the contributions of others

Elaboration (2) ACELT1596

drawing on literature from Aboriginal, Torres Strait Islander or Asian cultures, to explore commonalities of experience and ideas as well as recognising difference in lifestyle and world view

Elaboration ACELY1699

asking specific questions to clarify a speaker’s meaning, making constructive comments that keep conversation moving, reviewing ideas expressed and conveying tentative conclusions

Elaboration ACELY1700

planning a report on a topic, sequencing ideas logically and providing supporting detail, including graphics, sound and visuals to enhance audience engagement and understanding

Elaboration ACELY1720

preparing a presentation combining print, visual and audio elements to explore and interpret ideas, drawing on knowledge and research about perspectives different from students’ own

Elaboration (3) ACELY1808

selecting voice effects, such as tone, volume, pitch and pace, with particular attention to the effects these may have on audience reaction and acceptance of the ideas presented

Elaboration ACELY1810

experimenting with text structures and language features, for example paragraph order and content, language choices or mode of delivery, to refine and clarify ideas and to improve text effectiveness

Elaboration ACELA1561

comparing and contrasting vocabulary choices in informative and narrative texts, considering how they are used to create precise information, abstract ideas and/or stylistic interpretations of texts

Elaboration (1) ACELY1746

creating imaginative texts with main ideas developed through the interconnections of plot, settings, characters, the changing of chronological order, foreshadowing in written, spoken and digital texts

Elaboration ACELT1607

drawing upon literary texts students have encountered and experimenting with changing particular aspects, for example the time or place of the setting, adding characters or changing their personalities, or offering an alternative point of view on key …

Elaboration (1) ACELY1687

discussing levels of language — slang, colloquial (everyday) and formal language — and how their appropriateness changes with the situation and audience. Presenting ideas and opinions at levels of formality appropriate to the context and audience

Elaboration (1) ACELY1714

using rhetorical devices, images, surprise techniques and juxtaposition of people and ideas and modal verbs and modal auxiliaries to enhance the persuasive nature of a text, recognising and exploiting audience susceptibilities

Elaboration ACELY1728

understanding conventions associated with particular kinds of software and using them appropriately, for example synthesising information and ideas in dot points and sequencing information in presentations or timing scenes in animation

Elaboration ACELA1507

knowing that complex sentences make connections between ideas, such as: to provide a reason, for example 'He jumped up because the bell rang.'; to state a purpose, for example 'She raced home to confront her brother.'; to express a condition, for example …

Elaboration ACELA1522

investigating how the choice of conjunctions enables the construction of complex sentences to extend, elaborate and explain ideas, for example ‘the town was flooded when the river broke its banks’ and ‘the town was flooded …

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