Year 9 English · AC9E9LE05

Analyse the effect of text structures, language features and literary devices such as extended metaphor, metonymy, allegory, symbolism and intertextual references

Use evidence to explain how analyse the effect of text structures, language features and literary devices such as extended metaphor, metonymy, allegory, symbolism and…

Ready to project and teach

Learning goalsSay it simply

Learning intention

We are learning to explain how deliberate language and text choices shape meaning for an audience or reader.

Australian Curriculum target: analyse the effect of text structures, language features and literary devices such as extended metaphor, metonymy, allegory, symbolism and intertextual references

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.
Key conceptTeach from the board
Worked examplesWe do

Worked examples

AC9E9LE05 - Analyse the effect of text structures, language features and literary devices such as extended metaphor, metonymy, allegory, symbolism and intertextual references
Example 1

Step 1: Notice the exact choice Highlight one phrase, structure or image. Students: Names what the text does.

Example 2

Step 2: Compare alternatives Place two versions side by side. Students: Identifies what changes.

Example 3

Step 3: Explain the effect Model choice → context → effect. Students: Builds a complete analytical sentence.

Example 4

Step 4: Transfer to a new example Remove the worked example. Students: Applies the frame independently. Check: Explain how one deliberate choice shapes meaning in analyse the effect of text structures, language features and literary devices such as extended metaphor, metonymy, allegory, symbolism and intertextual references.

Curriculum examplesCopied content

Curriculum coverage and elaborations

The content description is the required target. Elaborations are examples and contexts that support the same learning goal.

  • E1: examining how different authors make use of devices such as imagery, and explaining the effect of these choices on audiences
  • E2: identifying examples of literary devices in a range of poems and considering how they contribute to meaning and influence the emotional responses of the audience

International curriculum mapping

RegionEnglish / ELA curriculumClosest alignment
AustraliaAustralian Curriculum v9.0AC9E9LE05 — analyse the effect of text structures, language features and literary devices such as extended metaphor, metonymy, allegory, symbolism and intertextual references
VictoriaVictorian Curriculum F–10 Version 2.0 EnglishLevel 9 English — closest Language, Literature or Literacy alignment; verify local outcome wording for assessment.
NSWEnglish K–10 Syllabus (2022)Stage 5 — closest NSW English outcome alignment; use as a planning comparison rather than a one-to-one code conversion.
United StatesCommon Core State Standards for ELA/LiteracyGrade 9 broad ELA alignment across reading, writing, speaking/listening or language depending on the outcome focus.
EnglandNational curriculum in England: EnglishKey Stage 3 — closest reading, writing, spoken-language, grammar or literary-analysis programme-of-study alignment.
New ZealandThe New Zealand Curriculum – English Years 0–10Phase 4 (Years 9–10) — closest oral language, reading/writing, Text Studies or Language Studies alignment.
Questions and answersWith answers

Important questions and answers

  1. Q1: What exact language or text choice helps show connect voice to meaning and audience effect? A: Use a precise piece of evidence, explain its context, then link it to audience or reader effect.
  2. Q2: What exact language or text choice helps show connect representation to meaning and audience effect? A: Use a precise piece of evidence, explain its context, then link it to audience or reader effect.
  3. Q: Why is context important? A: The same choice can create a different effect when the audience, speaker, purpose or text type changes.
Practice and reviewReady for practice

Common 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.

Assessment-style practice

  1. Analyse one exact word or phrase and explain how it positions the audience.
  2. Compare two versions of the same idea and evaluate which is more effective.
  3. Write a short analytical paragraph using claim, evidence and effect.

Review hint: A full-mark answer names the choice, quotes or describes evidence accurately, explains context, and links the effect to meaning.

Curriculum alignmentStart here

Learning intention

We are learning to explain how deliberate language and text choices shape meaning for an audience or reader.

Australian Curriculum target: analyse the effect of text structures, language features and literary devices such as extended metaphor, metonymy, allegory, symbolism and intertextual references

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.
Related resourcesKeep teaching

Related Classroom Views

Continue through closely related Year 9 English concepts.

Explore all Year 9 English topics

Teach & ExplainTeaching slides and samples

Teach this topic step by step

Explore optional teaching slide packs for classroom lessons and explanations at home.

Browse Teach & Explain · Browse Print & Go

Teachers: follow SkillrHub on TPT, then email us to request a free sample before buying. Include the year, subject and topic or curriculum code.

Request a free sample

After trying the sample, honest feedback is welcome. A TPT review is optional, where available, and does not need to be positive.