Step 1: Explicit Teaching & Modelling
Highlight one phrase, structure or image.
Students: Name the exact choice and describe what it makes the reader notice.
Learning goals
1. Outcome Overview & Core Concepts
We are learning written and multimodal texts, organising and expanding ideas, and selecting text structures, language features, literary devices and visual features for purposes and audiences in ways that may be imaginative, reflective, informative, persuasive and/or analytical and explaining how specific choices affect meaning, purpose and audience response.
Australian Curriculum target: plan, create, edit and publish written and multimodal texts, organising and expanding ideas, and selecting text structures, language features, literary devices and visual features for purposes and audiences in ways that may be imaginative, reflective, informative, persuasive and/or analytical
Core concepts
- plan, create, edit and publish written and multimodal texts, organising and expanding ideas, and selecting text structures, language features, literary devices and visual features for purposes and audiences in ways that may be imaginative, reflective, informative, persuasive and/or analytical
- evidence → context → effect reasoning
Success criteria
- Identify a precise language or text choice.
- Use the surrounding context as evidence.
- Explain the effect on audience, relationship, purpose or reader response.
- Transfer the explanation to a new example.
Useful prior knowledge
- Read a short text closely.
- Locate a phrase, structural choice or visual/text feature.
- Use a complete sentence to explain an effect.
4-Step Instructional Sequence
4. 4-Step Instructional Sequence
Step 2: Guided Analysis
Place two versions side by side.
Students: Identify what changes and explain why the change matters.
Step 3: Collaborative / Independent Practice
Model choice → context → effect.
Students: Build a complete analytical sentence.
Step 4: Formative Assessment
Remove the worked example.
Students: Apply the frame independently.
Check: Explain how one deliberate choice shapes meaning in plan, create, edit and publish written and multimodal texts, organising and expanding ideas, and selecting text structures, language features, literary devices and visual features for purposes and audiences in ways that may be imaginative, reflective, informative, persuasive and/or analytical.
Subject-Specific Content & Key Examples
2. Subject-Specific Content & Key Examples
Choice → context → effect
Teacher model: Do not stop at naming a technique. Show the evidence, place it in context and explain the effect.
- Choice: Identify the exact word, structure or text feature connected to plan, create, edit and publish written and multimodal texts, organising and expanding ideas, and selecting text structures, language features, literary devices and visual features for purposes and audiences in ways that may be imaginative, reflective, informative, persuasive and/or analytical.
- Context: Explain who is speaking or writing, for whom, and what the text is doing.
- Effect: Explain how the choice shapes meaning, relationship, purpose or reader response.
E1: Connect purpose to meaning and audience effect
This example focuses on experimenting with and editing text structures and language features. Students identify the relevant purpose, cite the exact evidence, and explain how it shapes meaning or audience response.
Teacher move: Highlight the exact wording that shows purpose. Ask students to connect that evidence to experimenting with and editing text structures and language features and then name the audience effect.
Ask: Which choice is evidence, and what effect does it create for the audience?
E2: Connect structure to meaning and audience effect
This example focuses on selecting vocabulary to position and persuade the reader. Students identify the relevant structure, cite the exact evidence, and explain how it shapes meaning or audience response.
Teacher move: Highlight the exact wording that shows structure. Ask students to connect that evidence to selecting vocabulary to position and persuade the reader and then name the audience effect.
Ask: Which choice is evidence, and what effect does it create for the audience?
E3: Connect evidence to meaning and audience effect
This example focuses on editing for accuracy of grammar, spelling and punctuation, and for meaning by experimenting with different order of ideas, a range of sentence structures, literary devices and vocabulary to clarify meaning for academic texts where appropriate. Students identify the relevant evidence, cite the exact evidence, and explain how it shapes meaning or audience response.
Teacher move: Highlight the exact wording that shows evidence. Ask students to connect that evidence to editing for accuracy of grammar, spelling and punctuation, and for meaning by experimenting with different order of ideas, a range of sentence structures, literary devices and vocabulary to clarify meaning for academic texts where appropriate and then name the audience effect.
Ask: Which choice is evidence, and what effect does it create for the audience?
Curriculum Coverage & Elaborations
Curriculum Coverage & Elaborations
The content description is the required target. Elaborations are useful examples and contexts, not a disconnected checklist.
- E1: experimenting with and editing text structures and language features; for example, paragraph order and content, and language choices to refine and clarify ideas
- E2: selecting vocabulary to position and persuade the reader; for example, adjusting language to show or acknowledge power
- E3: editing for accuracy of grammar, spelling and punctuation, and for meaning by experimenting with different order of ideas, a range of sentence structures, literary devices and vocabulary to clarify meaning for academic texts where appropriate
- E4: using conceptual maps or journals to plan and reflect on each stage of creating a written or multimodal text
Common Student Misconceptions
3. Common Student Misconceptions
- A feature name is enough to prove an interpretation: Use the frame: ‘The choice ___ suggests/positions ___ because ___.’
- Effect means whether the student personally likes the text: Replace preference with an audience effect supported by the exact wording or structure.
Do not overteach
- Do not require university-level terminology or theory.
- Do not treat one interpretation as valid without evidence.
- Do not replace close reading with plot summary or personal preference.
Practice Thought & Formative Assessment
Practice Thought & Formative Assessment
Explain how one deliberate choice helps a reader understand written and multimodal texts, organising and expanding ideas, and selecting text structures, language features, literary devices and visual features for purposes and audiences in ways that may be imaginative, reflective, informative, persuasive and/or analytical.
What a strong response should show: The response identifies a precise language or text choice, places it in context and explains its effect on audience, relationship, purpose or reader response.
Students should transfer the idea to a fresh text or composition rather than reproduce the worked example.
Support, Core and Extend
Support, Core and Extend
Support
Use two short versions, colour-code choice and effect, and provide the sentence frame ‘The choice ___ makes the audience ___ because ___.’
Keep the concept: Keeps the same choice → effect reasoning with reduced text load.
Core
Annotate an extract and write a choice–context–effect explanation.
Keep the concept: Directly assesses the listed English concept.
Extend
Compare two audiences or mediums and evaluate which wording is more effective, citing evidence.
Keep the concept: Deepens evaluation without requiring later-year theory.
🎥 Optional Video Lesson
The SkillrHub lesson remains the primary learning resource. This optional video reinforces the explanation; you can complete the lesson and practice without watching.
Before you watch:
- Pause after each worked example.
- Try the examples yourself.
- Return to the SkillrHub lesson before continuing.
Recommended: How to Write Descriptively
TED-Ed — Draft and revise an imaginative text with details chosen for a particular reader experience.
As you watch: How can a precise sensory detail make a scene clearer without adding unnecessary length?
Load video player Loads YouTube in this lesson. See the video notice below.
Try it: Plan a brief scene for Year 8 readers, write it, then revise one paragraph for a chosen mood. Explain one detail you added and one you removed.
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Curriculum equivalents: Victoria, NSW and international
Curriculum equivalents for Plan, create, edit and publish written and multimodal texts, organising...
Mapped skill: plan, create, edit and publish written and multimodal texts, organising and expanding ideas, and selecting text structures, language features, literary devices and visual features for purposes and audiences in ways that may be imaginative, reflective, informative, persuasive and/or analytical
These references identify matching or closely related learning. Curriculum sequence, terminology and depth vary, so teachers should use the mapped skill and lesson difficulty to confirm suitability.
| Region | Curriculum framework | Closest level or code |
|---|---|---|
| Australia | Australian Curriculum v9.0 | AC9E8LY06 · Year 8 |
| Victoria | Victorian Curriculum F–10 Version 2.0 — English | VC2E8LY06 · Level 8 |
| New South Wales | NSW English K–10 Syllabus (2022) | EN4-ECB-01 + EN4-ECA-01 · Stage 4 |
| United States (USA) | Common Core State Standards for English Language Arts | Grade 8 |
| Canada (Ontario) | Ontario Curriculum — English | Grade 8 |
| United Kingdom (England) | National Curriculum in England — English | Year 9, Key Stage 3 |
| India | NCERT / CBSE — English | Class 8 |
Australian Curriculum v9.0 is the canonical source for this SkillrHub lesson. Victoria and NSW entries name the closest published state codes or outcomes; international entries are planning references rather than claims of identical curricula.
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Topic reference: AC9E8LY06 — Plan, create, edit and publish written and multimodal texts, organising and expanding ideas, and selecting text structures, language features, literary devices and visual features for purposes and audiences in ways that may be imaginative, reflective, informative, persuasive and/or analytical
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