Question
English Language for Literacy
Video - https://www.youtube.com/watch?v=zWglzBfBIsU
The written Report highlights
particular language features in the video, that we examine across Weeks 7-9.
The Report is informed
by individual analysis of the language Transcription. The Report requires you
to demonstrate your knowledge of language use in context, of sentence types, of
sentence structure, and of sentence-clause grammar. It also requires your
knowledge and use of a metalanguage (eg. using terms such as complex sentence
structure, conjunction, phrase, action verb, adjective-noun group, adverbial)
for thinking and teaching about English language.
R step1. The written
Report must be structured to include Headings of sections related to specific
tasks. See Report structure. The Report Headings specify the language
concept/s to be clearly defined and described using an
in-text reference; in each section, mostly three (3) examples will
indicate your careful analysis of each language concept specified. Examples
must be clearly displayed eg. use 'quote marks' or colour or bold or italics to
isolate and identify word/s in sentences or sentence fragments...like this
Example phrases include
'from the freezer' and 'after the footy match' and 'in a loud voice'.
Butterflies have special markings on their wings, so they can
scare their enemies away. She went shopping early because she
had a lunch date. They expect a large group of tourists to Kakadu.
Report Structur
Some References to use
for the report
https://v9.australiancurriculum.edu.au/f-10-curriculum/learning-areas/english/
Language and Learning :
An Introduction for Teaching
Marie Emmitt, Matthew
Zbaracki, Linda Komesaroff, and John Pollock
Derewianka, Beverly,
1946-, author.Primary English Teaching Association (Australia)3rd
edition.Marrickville Metro, NSWPrimary English Teaching Association
Australia2022
Literacy and social
minds
Gee, J.in The literacy
lexicon by Bull, G., Anstey, M.Bull, Geoff.; Anstey, Michele.2nd ed.Frenchs
Forest, N.S.WPearson Education20035 - 14
Rethinking early
literacies: Reading and rewriting worlds
Souto-Manning, Mariana;
Yoon, Haeny S.1Routledge2018
An Introductory story
and some Implication for teachers (chapter One)
Gibbons, P.in
Scaffolding language, scaffolding learning : teaching English language learners
in the mainstream classroom by Gibbons, Pauline, 1946-, author.Second
edition.Portsmouth, NHHeinemann20141 – 22
https://go.gale.com/ps/i.do?p=ITOF&u=ntu&id=GALE%7CA292853329&v=2.1&it=r
https://link.springer.com/article/10.1007/BF03651957
Please note: The Report
does not require any evaluation of the language interactions, such as the
effectiveness of a particular teaching approach.
R step 2. You may
submit your Ass3 draft Report for a Turnitin check of Academic Integrity, to
check your original writing, and to ensure that all references are in
place.
R step 3. Edit and
proofread your academic writing, to ensure correct headings for sections,
correct sentence grammar, correct spelling and punctuation, suitable word and
metalanguage choices, clear language examples, and so on. Ass3 written Report should
indicate a high standard of academic writing, required for professional
teaching.
R step 4. Save and
submit a final version of your Report in PDF format, to the Ass3 Report
submission point.
Reference List
RL step 1. The
Reference List requires a minimum of ten (10) authoritative references, used to
complete Ass3 eg. in-text reference for language definitions in Report. The
References should include
*Australian Curriculum
9 (ACARA, 2022) English | Language content *source detail of the video used
*Set Text Emmitt et al. 2015 *four authoritative sources /authors used in
ELA100 Readings *a maximum of two internet sources (credible authors or
producers, though not peer reviewed) if information is sourced from the web.
RL step 2. Accurate use
of APA7 referencing is required, for in-text references, and for Reference
List. See CDU APA7th REFERENCING STYLE GUIDE (February 2023) https://libguides.cdu.edu.au/ld.php?content_id=50878367
Expert Solution
R1.
Language contextThe video shows an educator introducing an
illustration on the examination of solids, fluids, and gases to grasp the
actual conditions of the matter better. The presentation of the video makes
sense that the various states of matter are characterized by their molecule
structure and mobility. It then, at that point, proceeds to frame the tests
that are done to research every one of the three conditions of matter. The
analyses include seeing how the particles are impacted by warming, cooling, and
blending. This permits the learner to acquire knowledge of the various
properties of each state and how they are unique and comparable. It is made sense
plainly how every one of the conditions of matter can change between one
another under various circumstances.
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